Family mathematics/numeracy: identifying the impact of supporting parents in developing their children's mathematical skills

For a number of years, parents have been encouraged to become involved in their children’s learning. This has led to ‘family learning’ provision of various types being developed and funded. There have been a number of studies looking at parental involvement in their children’s learning, though less with a focus on the perspective of the parents (although see Abreu and Cline 2005). The researchers have started a small scale, pilot investigation in the impact of the provision on parents in supporting their children. Previous authors (McMullen and Abreu 2010) have noted that such parental support means that parents are engaging in some aspect of teaching. The study involves interviewing parents about their motivations for learning, their views on their ability to support their child’s learning, and the extent to which the courses involved have assisted this process. The data collected so far indicates heterogeneity in motivations although some possible categories are emerging which may assist planning for such programmes.