Learning Together

Learning Together

Parents are increasingly neglecting their role in child development. In fact, most of them have completely abandoned imparting skills and knowledge to young learners. What they fail to realize is that children need tutoring at home to complement teachers’ work. Besides, such parents are unaware of the benefits they will gain through their participation. An approach for assistance is often met with excuses and rejection because parents underestimate their abilities. This results in low motivation for student and reluctance to exploit their potential. Knapp et al. (2013) highlight the importance of parental assistance to children and the lasting effect to both parties.

Children are more likely to grasp mathematical information disseminated by parents rather than teachers. At school, tutors are mostly preoccupied with interacting with multiple students at a time. Therefore, it is hard to address learner’s specific needs without infringing on the welfare of other students. On the other hand, the child has a chance to catch up on the day’s work while at home. This is possible through parents’ assistance. Unfortunately, many guardians feel inadequate to offer support, especially if they lack substantial formal education or were poor performers in mathematics. Teachers can also be ill-equipped to impart mathematical knowledge. In this case, tensions can arise between teachers and parents as one party casts blame on the other regarding child’s weak performance.

Parents should understand that cultivating a proper learning environment at home is vital in ensuring the success of their child. A Show of determination in learning mathematics is one of the ways to beat the target. Knapp et al. (2013) describe in detail a program mainly designed for mathematical enrichment in schools by involving parents. “Parental involvement in their children’s education is directly linked with students’ academic outcomes.” (Knapp et al., 2013, p. 433).  Mathematics and Parents Partners (MAPS) introduced in Arizona is a pilot program prepares families as mathematical resources for schools and children. It engages parents of grade 8 students in an exploration of mathematical concepts and skills learned by their children at school. Parents work in small groups and use hands-on materials to solve problems.

Impact

Knapp et al. (2013, p. 434) observe that parents’ instructions and “pedagogical content knowledge” as per the grade levels of student participants. Children participated in age-appropriate activities including games and mathematics. After 7 weeks of activity, the impact of the program was assessed. Teachers and parents improved their knowledge of mathematics and other content. In addition, the course paved a way for subjects to continue personal education. It eliminated math phobia among participants hence empowering them to further their studies. MAPPS mini-courses also strengthened relationships between teachers and parents as they appreciated the complementary nature of their roles.

In light of the program's impact, it is clear that INTASC (Interstate New Teacher Assessment and Support Principles) such as content pedagogy and student development were achieved.  Attainment of content pedagogy is evident in the utilization of tools of inquiry, central concepts and the creation of learning experiences vital for student development. On the other hand, MAPPS is a learning opportunity for parents to supports the personal and intellectual development of their children.

In summary, I have learned that student success is within reach if there is a cordial working relationship between parents and teachers. Parents should face their fears on mathematics to break a generational cycle of phobia by assisting their children. Constant communication with the parents on child’s progress is one of the ways to implement the knowledge gained during MAPPS session.

Reference

Knapp, A. K., Jefferson, V., & Landers, R. (2013). Learning together. Teaching Children Mathematics, 19(7) 432—439.