title: The Role of Parents in Children's Attitudes towards Mathematics

authors: Farr, Shaunnie Monique

subjects: Parental Involvement

abstract: This study investigates the types of parental involvement in mathematics that occur in the home and how this is connected to children’s attitudes towards mathematics. A mixed-method design was utilised whereby data was collected through parent and child questionnaires and a semi-structured parent interview. Fourteen families completed the questionnaire and of the 14, eight parents participated in a follow-up interview. The majority of parents and children in this study reported positive attitudes towards mathematics and parents’ involvement in homework was the most commonly reported activity. This study suggests that indirect types of parental involvement, such as parents’ attitudes towards mathematics, may be more important in children’s attitudes towards mathematics than direct types of parental involvement, such as homework.

text: The Role of Parents in Children's Attitudes towards Mathematics This study investigates the types of parental involvement in mathematics that occur in the home and how this is connected to children’s attitudes towards mathematics. A mixed-method design was utilised whereby data was collected through parent and child questionnaires and a semi-structured parent interview. Fourteen families completed the questionnaire and of the 14, eight parents participated in a follow-up interview. The majority of parents and children in this study reported positive attitudes towards mathematics and parents’ involvement in homework was the most commonly reported activity. This study suggests that indirect types of parental involvement, such as parents’ attitudes towards mathematics, may be more important in children’s attitudes towards mathematics than direct types of parental involvement, such as homework.

year: 2015

title: Co-operative learning and gender in mathematics education; A case study in a Malawian secondary school

authors: Chamdimba, Catherine Panji

abstract: Gender differences in mathematics education have persisted in many countries despite the substantial research undertaken to understand the contributing factors and the many intervention efforts adopted to address the issue. Recent gender reformists have drawn attention to mathematical instruction as a strategy for improving girls’ learning of mathematics. In this regard co-operative learning has been consistently recommended as a strategy that has the potential to address gender equity in the mathematics classroom. While most studies have shown that co-operative learning strategies have positive effects on students’ learning of mathematics, it has also been shown that such benefits are attained when certain conditions are in place. However, the conditions under which co-operative learning can be most beneficial for all students have not yet been clearly established. Further, little is known about the feasibility of implementing a co-operative learning approach in developing countries since the bulk of research in this field has been conducted in “developed” countries. 

The present study was designed to investigate the above issues in a Malawian secondary school context. It was exploratory and focused on (i) the feasibility of implementing a co-operative learning approach for mathematics teaching in Malawian secondary schools, and (ii) the likely benefits of co-operative learning for students, especially girls. Data were collected in three phases. The data in phase one were collected through a questionnaire sent to 15 mathematics teachers in Zomba urban secondary schools. Phase two comprised a teacher development workshop. Main data were collected in phase three extended over a period of three months. During this period, one female mathematics teacher and 120 Form 3 (year eleven) students she was teaching in a co-educational secondary school in Zomba Urban-Malawi were investigated. The study was qualitative involving interviews and classroom observations of the students and the teacher. Data consisted of field notes, transcripts of tape recorded interviews with the students and teacher, recorded informal conversations with the students and teacher, students’ written journals and questionnaire responses of students.
 
The results from classroom observations revealed that all students preferred co-operative learning over the traditional question/answer teaching approach because of the learning benefits it offered them. A major finding was that peer interaction significantly contributed to the students’ learning of mathematics. The peer interaction during co-operative learning activities stimulated elaboration, an awareness of knowledge gaps and inconsistent reasoning. The girls gained confidence, actively participated in discussion, showed an understanding of concepts and reported that they found mathematics less difficult as a result of their involvement in the co-operative learning approach. The findings also suggest that the question/answer approach might have contributed to the students’ negative attitude towards mathematics. 

The present study also highlights some of the issues that need to be carefully considered if co-operative learning were to be implemented on a larger scale and longer term in Malawi. Preliminary results gathered through the questionnaire and the teacher development workshop revealed that even though the teachers viewed co-operative learning to be beneficial for the students’ learning of mathematics (especially for girls), it was not a major part of their current instructional practice. They mostly taught mathematics using an expository teaching approach, their use of co-operative learning being limited to revising and practicing mathematics.

text: Co-operative learning and gender in mathematics education; A case study in a Malawian secondary school Gender differences in mathematics education have persisted in many countries despite the substantial research undertaken to understand the contributing factors and the many intervention efforts adopted to address the issue. Recent gender reformists have drawn attention to mathematical instruction as a strategy for improving girls’ learning of mathematics. In this regard co-operative learning has been consistently recommended as a strategy that has the potential to address gender equity in the mathematics classroom. While most studies have shown that co-operative learning strategies have positive effects on students’ learning of mathematics, it has also been shown that such benefits are attained when certain conditions are in place. However, the conditions under which co-operative learning can be most beneficial for all students have not yet been clearly established. Further, little is known about the feasibility of implementing a co-operative learning approach in developing countries since the bulk of research in this field has been conducted in “developed” countries. 

The present study was designed to investigate the above issues in a Malawian secondary school context. It was exploratory and focused on (i) the feasibility of implementing a co-operative learning approach for mathematics teaching in Malawian secondary schools, and (ii) the likely benefits of co-operative learning for students, especially girls. Data were collected in three phases. The data in phase one were collected through a questionnaire sent to 15 mathematics teachers in Zomba urban secondary schools. Phase two comprised a teacher development workshop. Main data were collected in phase three extended over a period of three months. During this period, one female mathematics teacher and 120 Form 3 (year eleven) students she was teaching in a co-educational secondary school in Zomba Urban-Malawi were investigated. The study was qualitative involving interviews and classroom observations of the students and the teacher. Data consisted of field notes, transcripts of tape recorded interviews with the students and teacher, recorded informal conversations with the students and teacher, students’ written journals and questionnaire responses of students.
 
The results from classroom observations revealed that all students preferred co-operative learning over the traditional question/answer teaching approach because of the learning benefits it offered them. A major finding was that peer interaction significantly contributed to the students’ learning of mathematics. The peer interaction during co-operative learning activities stimulated elaboration, an awareness of knowledge gaps and inconsistent reasoning. The girls gained confidence, actively participated in discussion, showed an understanding of concepts and reported that they found mathematics less difficult as a result of their involvement in the co-operative learning approach. The findings also suggest that the question/answer approach might have contributed to the students’ negative attitude towards mathematics. 

The present study also highlights some of the issues that need to be carefully considered if co-operative learning were to be implemented on a larger scale and longer term in Malawi. Preliminary results gathered through the questionnaire and the teacher development workshop revealed that even though the teachers viewed co-operative learning to be beneficial for the students’ learning of mathematics (especially for girls), it was not a major part of their current instructional practice. They mostly taught mathematics using an expository teaching approach, their use of co-operative learning being limited to revising and practicing mathematics.

year: 2002

title: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori

authors: Ford, Therese

subjects: Critical school reform

abstract: Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

text: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

year: 2020