Immigrant Parent Perspectives on Involvement in Their Child's Mathematics Learning: Views of East Asian Immigrant Parents in Aotearoa New Zealand

Autor/inn/en	Lin, Yin-Tzu; Averill, Robin
Titel	Immigrant Parent Perspectives on Involvement in Their Child's Mathematics Learning: Views of East Asian Immigrant Parents in Aotearoa New Zealand
Quelle	In: New Zealand Journal of Educational Studies, 58 (2023) 1, S.93-108 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Averill, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-022-00267-y
Schlagwörter	Foreign Countries; Immigrants; Parents; Parent Participation; Learning; Parent Attitudes; Parent Child Relationship; Parent Teacher Cooperation; Communication (Thought Transfer); Observation; Mathematics Instruction; New Zealand; Asia + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Eltern; Elternmitwirkung; Lernen; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Communication; thought; Kommunikation; Gedanke; Beobachtung; Mathematics lessons; Mathematikunterricht; Neuseeland; Asien
Abstract	Parental involvement in mathematics learning can positively affect student achievement and wellbeing but is challenging to establish and maintain. Asian immigrants make up around 15% of New Zealand's population, yet little is known about these parents' involvement in their child's schooling. To examine the experiences of parental involvement in their child's mathematics learning of East Asian parents, data from semi-structured interviews carried out with eleven parents were considered in light of a common parental involvement framework. Parents' perspectives about the mathematics curriculum were found to come mainly from communication with teachers and observation of their child's learning. Parents desired improved involvement in their children's mathematics learning and better communication with their child's teacher. Implications include that to capitalise on the potential of parental involvement for improving mathematics learning, teachers must prioritise effective communication with parents to enable their involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01