Abstract
This study investigates the roles parents in the United States of America and parents in the People’s Republic of China play in their children’s mathematics learning. It also examines the relationship between parental involvement and students’ mathematical problem-solving performance. In the study, 232 US sixth-grade students and 310 Chinese sixth-grade students along with their parents were surveyed. The results of this study support the argument, from a broader cross-national perspective, that parental involvement is a statistically significant predictor of their children’s mathematics achievement. Cross-nationally, Chinese parents seemed to play a more positive role than do the US parents.
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Cai, J. Investigating parental roles in students’ learning of mathematics from a cross-national perspective. Math Ed Res J 15, 87–106 (2003). https://doi.org/10.1007/BF03217372
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DOI: https://doi.org/10.1007/BF03217372