Parents’ views on mathematics and the learning of mathematics—An intercultural comparative study

Abstract

This paper describes an empirical study of how parents variously view mathematics and the teaching of mathematics. Based on the assumption that specific familial circumstances have a decisive effect on the procedures pupils adopt when dealing with mathematical content, the focus is on the perceptions and attitudes of parents from differing social and cultural backgrounds. The study covers parents who have immigrated to Germany as well as indigenous German parents. This paper, which reports on an ongoing study, includes a description of the theoretical framework (based on findings from educational research of immigration and on research done on mathematical didactics) as well as a description of the methodological approach employed. It concludes with a presentation of first findings from the evaluation of the interviews conducted with ‘resettler’ parents from countries of the former Soviet Union.