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Dissertation/Thesis Abstract

Examining parents' experiences in a standards-based mathematics classroom
by Blume, Deborah, Ed.D., University of Pennsylvania, 2012, 162; 3510993
Abstract (Summary)

Recent efforts to reform mathematics education in the United States have caused confusion for those at home. Parents and caregivers who learned math through traditional approaches are unsure how to help their children with math taught in unfamiliar ways (Peressini, 1998; Remillard & Jackson, 2006). Many educational researchers believe that, in order for the current reform to survive, parents need to be given opportunities to participate actively in their children's mathematics learning (Civil & Bernier, 2006; Lehrer & Shumow, 1997; Remillard & Jackson, 2006). These researchers claim that parents have been ignored and excluded from the process of reform and its enactment.

I designed and conducted a teacher research-based intervention study to increase parents' engagement with and understanding of standards-based mathematics education. Parents visited my math classroom twice monthly and participated in all aspects of lessons. Research questions focused upon change. How do parents' beliefs and actions change over time as they participate in the study? The six core participants changed in three main ways. They learned about the curriculum used in my classroom, they changed the way they work with their children outside of school and they changed their beliefs about mathematics teaching and learning.

Indexing (document details)
Advisor: Remillard, Janine D.
School: University of Pennsylvania
School Location: United States -- Pennsylvania
Source: DAI-A 73/09(E), Dissertation Abstracts International
Subjects: Mathematics education, Elementary education
Keywords: Parent involvement, Practitioner research, Standards-based mathematics
Publication Number: 3510993
ISBN: 978-1-267-39567-2
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