Journal of Research in Science, Mathematics and Technology Education

Mathematics Curriculum Change: Identifying Parental Expectations

P. Janelle McFeetors 1 * ,
Lynn M. McGarvey 1,
Kylie Palfy 2
1 University of Alberta2 Alberta Education* Corresponding Author
Download PDF
Journal of Research in Science, Mathematics and Technology Education, Volume 3, Issue 2, May 2020, pp. 51-72
OPEN ACCESS VIEWS: 896 DOWNLOADS: 549 Publication date: 15 May 2020
ABSTRACT
Parents’growing concerns about the current approaches to learning mathematics in elementary school  have drawn public attention in Canada. Rather than dismiss such concerns, understanding parent perceptions and garnering their support is essential to ongoing curriculum transformation and students’ success in mathematics  learning. Using phenomenography, we examined parents’ perceptions of the current mathematics curriculum and their children’s experiences as expressed in community-based focus groups and individual interviews. Parents responded based on their past experiences, their views of children’s current experiences and their future aspirations  for their children. Our analysis of parents’ perspectives revealed that their concerns and critiques were grounded in the expectations they held for their children’s mathematics learning.  In particular, parental expectations fell into three categories: students need the opportunity to reach expected goals of mathematics learning; essential supports must be in place to reach expected goals; and, home-school communication is necessary for parent understanding and engagement.  We suggest that by understanding the specific expectations that underlie parents’ concerns, teachers can engage in conversations that begin with affirming mutual expectations and respecting parents’ personal experiences to lead to partnering with parents as they realize their agency in their children’s learning.
KEYWORDS
Curriculum change, Elementary school, Mathematics education, Parental involvement.
CITATION (APA)
McFeetors, P. J., McGarvey, L. M., & Palfy, K. (2020). Mathematics Curriculum Change: Identifying Parental Expectations. Journal of Research in Science, Mathematics and Technology Education, 3(2), 51-72. https://doi.org/10.31756/jrsmte.322
REFERENCES
  1. Akerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education
  2. Research & Development, 31(1), 115-127. https://doi.org/10.1080/07294360.2011.642845
  3. Alphonso, C. (2013, December 3). Canada’s failing math rankings renews push for national standards. The Globe and Mail. http://www.theglobeandmail.com/news/national/education/canadas-falling-math-rankings-renewspush-for-national-standards/article15755434/#dashboard/follows/
  4. Aytekin, C., Baltaci, S., & Yildiz, A. (2018). Investigation of parents’ expectations from matheamtics education in
  5. Turkey. Acta Didactica Napocensia, 11(3-4), 59-78. https://doi.org/10.24193/adn.11.3-4.5
  6. Baroody, A. J. (1999). Children’s relational knowledge of addition and subtraction. Cognition and Instruction, 17(2), 137-175. https://doi.org/10.1207/S1532690XCI170201
  7. Bartlo, J., & Sitomer, A. (2008). Exploring parents’ experiences with standards-based mathematics curricula. Adults Learning Mathematics: An International Journal, 3(2b), 6-22.
  8. Barwell, R., & Abtahi, Y. (2017). Mathematics concepts in the news. In E. De Freitas, N. Sinclair, & A. Coles (Eds.), What is a mathematical concept? (pp. 175-188). Cambridge, England: Cambridge University Press. https://doi.org/10.1017/9781316471128.011
  9. Bates, A. B., Latham, N. I., & Kim, J. (2013). Do I have to teach math? Early childhood pre-service teachers’ fears of teaching mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5, 1-10. http://www.k-12prep.math.ttu.edu/journal/5.attributes/volume.shtml
  10. Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328. https://doi.org/10.1007/s10649-010-9260-7
  11. Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers’ beliefs matter 12 years later? Journal of Educational Psychology, 96(1), 97-109. https://doi.org/10.1037/0022-0663.96.1.97
  12. Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Mahwah, NJ: Lawrence Erlbaum.
  13. Bright, G. W. (1973). Some remarks on Levine’s study of attitudes. Journal for Researchin Mathematics Education, 4(2), 126-128. https://doi.org/10.2307/749039
  14. Chernoff, E. (n.d.). MatthewMaddux education [Digital repository tagged Math Wars].
  15. http://matthewmadduxeducation.com/tagged/math%20wars
  16. Civil, M., & Bernier, E. (2006). Exploring images of parental participation in mathematics education: Challenges and possibilities. Mathematical Thinking and Learning, 8(3), 309-330. https://doi.org/10.1207/s15327833mtl0803_6
  17. Deringol, Y. (2019). Parents’ expectation of mathematics education and their engagemetn in education ahd homework habits of children. Acta Educationis Generalis, 9(3), 16-40. https://doi.org/10.2478/atd-2019-0012
  18. De Abreu, G., & Cline, T. (2005). Parents’ representations of their children’s mathematics learning in multiethnic primary schools. British Educational Research Journal, 31(6), 697-722. https://doi.org/10.1080/01411920500314869
  19. Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In K. Hurrelmann, F. Kaufmann, & F. Lösel (Eds.), Social intervention: Chances and constraints (pp. 121-136).
  20. New York, NY: De Gruyter.
  21. Epstein, J. L. (1996). Perspectives and previews on research and policy for school, family, and community partnerships. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes?
  22. (pp. 209-246). Mahwah, NJ: Lawrence Erlbaum.
  23. Erlwanger, S. H. (1973/2004). Benny’s conception of rules and answers in IPI mathematics. In T. P. Carpenter, J. A. Dossey & J. L. Koehler (Eds.) Classics in mathematics education research (pp. 48-58). Reston, VA: National
  24. Council of Teachers of Mathematics. (Reprinted from Journal of Children’s Mathematical Behavior, 1(2), 1-
  25. 26.)
  26. Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115.
  27. https://doi.org/10.1177/1365480214521457
  28. Froiland, J. M., Peterson, A., & Davison, M. L. (2013). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34(1), 33-50. https://doi.org/10.1177/0143034312454361
  29. Gellert, U. (2005). Parents: Support or obstacle for curriculum innovation? Journal of Curriculum Studies, 37(3), 313-328. https://doi.org/10.1080/00220270412331314438
  30. Ginsburg, L., Rashid, H., & English-Clarke, T. (2008). Parents learning mathematics: For their children, from their children, with their children. Adult Learning, 19(3-4), 21-26. https://doi.org/10.1177/104515950801900305
  31. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research.
  32. Chicago, IL: Aldine Publishing Company. https://doi.org/10.4324/9780203793206
  33. Gurwitsch, A. (1964). The field of consciousness. Pittsburgh, PA: Duquesne University Press.
  34. Henry, V. J., & Brown, R. S. (2008). First-grade basic facts: An investigation into teaching and learning of an accelerated, high-demand memorization standard. Journal for Research in Mathematics Education, 39(2), 153183. https://doi.org/10.2307/30034895
  35. Hopper, T. (2014, February 28). Does ‘discovery learning’ prepare Alberta students for the 21st century or will it toss out a top tier education system? The National Post. http://news.nationalpost.com/2014/02/28/doesdiscovery-learning-prepare-alberta-students-for-the-21st-century-or-will-it-toss-out-a-top-tier-educationsystem/
  36. Houle, T. (2013). Petitioning the Minister of Education for the Province of British Columbia. Mastering the basics of mathematics in BC schools. http://www.gopetition.com/petitions/mastering-the-basics-of-mathematics-inbc-schools.html
  37. Jackson, K., & Remillard, J. T. (2005). Rethinking parent involvement: African American mothers construct their roles in the mathematics education of their children. School Community Journal, 15(1), 51-73. http://www.adi.org/journal/ss05/Jackson%20&%20Remillard.pdf
  38. Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., Trivette, P., & Singh, K. (1993). Does parental involvement affect eighth-grade student achievement? Structural analysis of national data. School Psychology Review, 22(3), 474–496. https://doi.org/10.1080/02796015.1993.12085668
  39. Kilpatrick, J. (2012). The new math as an international phenomenon. ZDM Mathematics Education, 44(4), 563-571. https://doi.org/10.1007/s11858-012-0393-2
  40. Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
  41. Kline, M. (1973). Why Johnny can’t add: The failure of the new math. Random House.
  42. Lazarides, R., Viljaranta, J., Aunola, K., Pesu, L., & Nurmi, J.-E. (2016). The role of parental expectations and students’ motivational profiles for educational aspirations. Learning and Individual Differences, 51, 29–
  43. 36. https://doi.org/10.1016/j.lindif.2016.08.024
  44. Levine, G. (1972). Attitudes of elementary school pupils and their parents toward mathematics and other subjects of instruction. Journal for Research in Mathematics Education, 3(1), 51-58. https://doi.org/10.207/743788
  45. Lightfoot, D. (2004). “Some parents just don’t care”: Decoding the meanings of parental involvement in urban schools. Urban Education, 39(1), 91–107. https://doi.org/10.1177/0042085903259290
  46. Marshall, L., & Swan, P. (2010). Parents as participating partners. Australian Primary Mathematics Classroom, 15(3), 25–32.
  47. Marton, F. (1986). Phenomenography—A research approach to investigating different understandings of reality.
  48. Journal of Thought, 21(3), 28-49. https://www.jstor.org/stable/42589189
  49. Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum.
  50. https://doi.org/10.4324/9780203053690
  51. McFeetors, P. J., & McGarvey, L. M. (2019). Public perception of the baisc skills crisis. Canadian Journal of
  52. Science, Mathematics, and Technology Education, 19(1), 21-34. https://doi.org/10.1007/s42330-018-0016-1 McFeetors, P. J., McGarvey, L. M., Yin, I., & Pinnegar, E. (2016). Parents’ perceived communication about math curriculum. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chpater of the International Group for the Psycholoyg of Mathematics Education (pp.
  53. 1349-1352). Tucson, AZ: The University of Arizona. http://www.pmena.org/pmenaproceedings/PMENA%2038%202016%20Proceedings.pdf
  54. McMullen, R., & de Abreu, G. (2011). Mothers’ experiences of their children’s school mathematics at home: The impact of being a mother-teacher. Research in Mathematics Education, 13(1), 59-74. https://doi.org/10.1080/14794802.2011.550727
  55. Meier, C., & Lemmer, E. (2015). What do parents really want? Parents’ perceptions of their children’s schooling.
  56. South African Journal of Education, 35(2), 1-11. https://doi.org/10.15700/saje.v35n2a1073
  57. Murray, T. (2013). Petitioning Honourable Liz Sandals. Parents would like to see changes to math education in Ontario. http://www.change.org/petitions/honourable-liz-sandals-parents-would-like-to-see-changes-to-matheducation-in-ontario-we-would-like-a-more-structured-system-and-a-solid-foundation-in-arithmetic-andproblem-solving
  58. National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM.
  59. National Research Council. (1990). A Challenge of numbers: People in the mathematical sciences. Washington, DC: National Academies Press. https://doi.org/10.17226/1506
  60. Ntow, F. D., & Tackie, N. A. (2015). Parental expectations for high school students in mathematics. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Pscyhology of Mathematics Education (p. 589).
  61. East Lansing, MI: Michigan State University. https://www.pmena.org/pmenaproceedings/PMENA%2037%202015%20Proceedings.pdf
  62. OECD. (2013). PISA 2012 Results: What students know and can do–Student performance in mathematics, reading and science (Vol. I). PISA, OECD Publishing. https://doi.org/10.1787/9789264201118-en
  63. Papadopoulus, I. (2017). Opening inquiry mathematics to parents: Can they be engaged as teachers’ partners in mathematical work? Journal of Pedagogical Research, 1(1), 1-20. https://www.ijopr.com/article/openinginquiry-mathematics-to-parents-can-they-be-engaged-as-teachers-partners-in-mathematical-work-6365
  64. Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039-1101. https://doi.org/10.3102/0034654308325185
  65. Peressini, D. (1997). Parental involvement in the reform of mathematics education. Mathematics Teacher, 90(6),
  66. 421-427. https://www.jstor.org/stable/27970215
  67. Peressini, D. D. (1998). The portrayal of parents in the school mathematics reform literature: Locating the context for parental involvement. Journal for Research in Mathematics Education, 29(5), 555-583. https://doi.org/10.2307/749733
  68. Pesek, D. D., & Kirshner, D. (2000). Interference of instrumental instruction in subsequent relational learning.
  69. Journal for Research in Mathematics Education, 31(5), 524-540. https://doi.org/10.2307/749885
  70. Polanyi, M. (1964/1969). The logic of tacit inference. In M. Greene (Ed.), Knowing and being: Essays by Michael Polanyi (pp. 138-158). Chicago, IL: University of Chicago Press.
  71. Remillard, J. T., & Jackson, K. (2006). Old math, new math: Parents’ experiences with standards-based reform.
  72. Mathematical Thinking and Learning, 8(3), 231-259. https://doi.org/10.1207/s15327833mtl0803_3
  73. Rose, H. & Betts, J. R. (2004). The effect of high school courses on earnings. The Review of Economics and
  74. Statistics, 86(2), 497-513. https://doi.org/10.1162/003465304323031076
  75. Russell, G. L., & Chernoff, E. J. (2013). The marginalization of Indigenous students within school mathematics and the math wars: Seeking resolutions within ethical spaces. Mathematics Education Research Journal, 25(1), 109-127. https://doi.org/10.1007/s13394-012-0064-1
  76. Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18(1), 253-286.
  77. https://doi.org/10.1177/0895904803260042
  78. Sheldon, S. B., Epstein, J. L., & Galindo, C. L. (2010). Not just numbers: Creating a partnership climate to improve math proficiency in schools. Leadership and Policy in Schools, 9(1), 27-48. doi:10.1080/15700760802702548
  79. Simon, B. S., & Epstein, J. L. (2001). School, family, and community partnerships: Linking theory to practice. In D. B. Hiatt-Michael (Ed.), Promising practice for family involvement in schools (pp. 1-24). Charlotte, NC:
  80. Information Age.
  81. Thompson, D. R., Kaur, B., Koyama, M., & Bleiler, S. K. (2013). A longitudinal view of mathematics achievement of primary students: Case studies from Japan, Singapore, and the United States. ZDM Mathematics Education, 45(1), 73-89. https://doi.org/10.1007/s11858-013-0485-7
  82. Tran-Davies, N. (2013). Petitioning Honourable Jeff Johnson. Back to basics: Mastering the fundamentals of mathematics. https://www.change.org/en-CA/petitions/back-to-basics-mastering-the-fundamentals-ofmathematics
LICENSE
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.