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<p>Research shows that children whose home environment is supportive of their school learning tend to experience greater success in mathematics. The COVID-19 pandemic compelled teachers to reach out to parents and children to ensure that learning continued in the home. We explore whether these practices have continued to influence teachers in how they engage with parents, and whether teacher–parent communications around mathematical learning are continuing in the post-COVID-19 context. Eighty-nine South African public primary school mathematics teachers participated in this research through completing a questionnaire that probed for narratives of their strategies to extend mathematical learning opportunities into the home space. Teachers narrate how, with the support of technology, they have established space between school and home where they communicate with parents. Our data points to an emerging trend in the relationship between teachers and parents, where post-COVID-19 these spaces have opened opportunities for increased teacher–parent communication, particularly through leveraging the low-cost technology of WhatsApp. Furthermore, our data shows some shifts in teachers’ deficit views of the home space and increased willingness to develop partnerships with parents in supporting student learning.</p>

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Mathematics learning and teacher–parent partnerships in the post-COVID-19 context

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月21日

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  • Pamela Vale,
  • Mellony Graven

摘要

Research shows that children whose home environment is supportive of their school learning tend to experience greater success in mathematics. The COVID-19 pandemic compelled teachers to reach out to parents and children to ensure that learning continued in the home. We explore whether these practices have continued to influence teachers in how they engage with parents, and whether teacher–parent communications around mathematical learning are continuing in the post-COVID-19 context. Eighty-nine South African public primary school mathematics teachers participated in this research through completing a questionnaire that probed for narratives of their strategies to extend mathematical learning opportunities into the home space. Teachers narrate how, with the support of technology, they have established space between school and home where they communicate with parents. Our data points to an emerging trend in the relationship between teachers and parents, where post-COVID-19 these spaces have opened opportunities for increased teacher–parent communication, particularly through leveraging the low-cost technology of WhatsApp. Furthermore, our data shows some shifts in teachers’ deficit views of the home space and increased willingness to develop partnerships with parents in supporting student learning.