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Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown
1Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand.
During the COVID-19 pandemic, parents became highly engaged in children's home mathematics learning. Findings suggest schools should incorporate parental feedback to improve future math education strategies.
Area of Science:
- Education
- Psychology
- Mathematics Education
Background:
- Pre-pandemic research indicated math homework often caused stress for parents and children.
- Tensions frequently arise between home and school regarding mathematics learning.
Purpose of the Study:
- To understand parents' experiences with home-based mathematics learning during the COVID-19 lockdown.
- To identify implications for fostering positive home-school relationships in mathematics education.
Main Methods:
- An online survey was distributed to parents in New Zealand during the lockdown.
- 634 responses were collected and analyzed to understand parental engagement and opinions.
Main Results:
- Parents demonstrated high engagement in their children's mathematics learning at home.
- Parental stress levels correlated with negative opinions on math work quality and teacher support.
- Online mathematics programs were positively received by parents as supplementary tools.
Conclusions:
- Parental feedback on the quality, level, and quantity of math work is crucial for schools.
- Schools should focus on effective teacher support and empowering parental agency in mathematics learning.
- The pandemic highlighted pre-existing issues in mathematics home learning, with younger children reporting more positive experiences.
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