Improving parental engagement in early mathematics learning.

Abstract
This project aims to explore children's mathematics learning interaction out-of-school and investigate successful mathematics learning in the Early Years Foundation Stage. It will address questions regarding how Early Years teachers can encourage positive interactions and coordination of mathematics learning between home and school. It is hoped that this research will contribute to knowledge of parental-engagement in early mathematics learning and lead to more effective interventions to improve parental engagement in this area.
Background
It is widely recognised that parents and families are the primary educators of children and are responsible for laying down the social and intellectual foundations for their learning and development (West et al., 1998). Parental support benefits all aspects of children's learning, including their numeracy development (Melhuish et al., 2008). A variety of different contributions have been studied; for example, Fan and Williams (2010) showed that the frequency with which parents engage with extracurricular activities including sports events and holidays, is positively related with children's self-efficacy and achievement in mathematics, and Chiu and Xihua (2008) showed that provision of learning resources and activity at home, for example, books, music, and discussion of everyday facts, is likewise associated with improvement in children's mathematics achievement.

Although research studies generally agree that parents have an important influence on children's mathematics learning, evidence also suggests that interventions to raise attainment of parental involvement are rarely successful (Gorard & Huat See, 2013). Gorard and Huat See's meta-analysis of parental involvement interventions found limited evidence for any positive effect and some evidence of a negative effect. Patall et al., (2008) found a positive correlation between parental involvement in homework and children's achievement in reading but the effect of parental involvement on children's achievement in mathematics was negative. This may relate to another finding of this meta-analysis concerning differential effects of different forms of parental involvement in homework. When parents were directly involved in the content of homework, then there was a positive effect on children's achievement. However, when involvement consisted of simply monitoring homework completion, there was a negative effect. Research from elsewhere in the literature (e.g., Peters, Seeds, Goldstein, & Coleman, 2008) suggests that parents may find it more difficult to provide support and help with children's mathematics homework than in other subject areas, such as reading and writing, because of their own attitudes toward, and levels of achievement in, mathematics.
Research questions:
How do Early Years teachers encourage parental engagement in children's mathematics learning?
What are promising setting-led interventions for improving parental engagement in children's early mathematics learning?
Can an effective intervention be designed to improve parental engagement in children's mathematics learning in pre-school and Reception classes?
Methodology
Building on previous research, this project will employ participatory design methods, working with teachers and parents to develop workshops to improve parental engagement. It will include an initial phase of semi-structured individual or small-group interviews, to explore the needs and perceptions of early years teachers and parents about mathematics learning for this age group. This phase would inform the design and evaluation phases of the project. Sampling will ensure diversity in pupil populations and teacher experience. The design and evaluation phases will draw on participatory design research methods, employing an iterative cycle of designing, testing and refining resources and activities with user groups, including both teachers and parents.