The purpose of this study was to investigate the extent to which parents of first, second and third grade students who attend a two day workshop on mathematics strategies differ on average and over time as compared to parents who did not attend in the following areas: mathematics content knowledge, beliefs about learning mathematics, ability to identify correct student responses, and ability to identify student errors. In addition, the researcher wanted to investigate the difference between groups when looking at how familiar they were with manipulatives and whether they used the standard algorithm or a new strategy to solve the problems. Both were not part of the original research questions, but after conducting the research, these two areas were of interest to the researcher. For each of the four research questions, the researcher used SPSS to run a two-factor split plot ANOVA. The results will be discussed to demonstrate the need for more parent workshops that include parents engaging in the mathematics their children are learning about by using similar strategies. By helping parents through workshop focused on parents constructing their own knowledge and making sense of each other’s solutions they are experiencing mathematics as their child does. This will help them to understand what their child experiences in the classroom so they can make sense of their child’s solutions instead of encouraging their child to use the strategy that makes sense to the parents.
Available at: http://works.bepress.com/heidi-eisenreich/11/