Parental support in the teaching and learning of Mathematics in Grade 3

Abstract

Parents should assist children in partnership with teachers. In South Africa, despite government efforts, Mathematics remains a challenge in schools from the Foundation Phase. The purpose of this study was to explore the way in which parents as critical stakeholders in schools assist their children in curbing the factors which contribute to high rate of failure in Mathematics in Grade 3. A qualitative study embedded within an interpretive case study of five schools was used in this research. Data were gathered using focus group discussions and interviewing educators and parents from the five selected institutions. Data were analyzed through themes as guided by the research questions. Thick descriptions as well as verbatim excerpts from the participants comprised the format of reporting. The findings of the research established that parents are convinced that the main duty of educators pertains teaching children. The responsibility of educators is to teach their children while parents provide them with clothes, food and shelter. The study recommends the establishment of a mechanism to motivate and persuade parents to anchor themselves in enhancing the development of mathematical skills of their children.

Keywords: cognitive development, participation, mathematical learning, parental participation, support, partnership