Summary:
In recent decades, research in the field of Mathematics Teaching has developed considerably. Today, pedagogical research places more and more emphasis on understanding the emotional field and its relationship with the learning process. The emotional field plays an important role in the learning process and co-influences together with the cognitive field, affecting the individual's performance on various issues, including problem solving. Students' beliefs about their potential are shaped not only by their school attendance, but also by the family and cultural environment in which they develop. The school-family relationship was initially met with disbelief. In the 1960s, parents were initially treated as "obstacles" to the efforts to improve mathematical education, as they were deemed to lack the necessary knowledge to get involved. Later, in the 80s, the importance of parental involvement in the learning of Mathematics began to be recognised. Parents' involvement in their children's education is now recognised as a major factor in improving the effectiveness of learning. Today it is universally accepted that parents play a key role in shaping the child's mathematical experience and success in this course.
The purpose of this research is to examine the beliefs of the students of the two primary schools of the Armenian Blue Cross about parental involvement in Mathematics. At the same time, to consider how the answers are formulated according to the class that the students attend and whether there are differences depending on the gender of the child. Data were collected from 78 students attending 3rd to 6th classes of the two schools. The students replied to a questionnaire based on the PPI (Received Parental Influence) of Cao, Bishop and Forgasz. IBM's SPSS Statistics 25 statistical analysis program was used to process the collected results.
Keywords:
Mathematics, Parental Involvement, Primary School, Beliefs
