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<p>Research suggests that schools need to develop collaborative relationships between parents and teachers to facilitate students’ mathematics learning. Little research appears to exist on how in-service primary school teachers design tasks that functionally link the school system with the family system through mathematics homework. In this study, we employed a systemic approach to investigate school–family interactions drawing upon Epstein’s model of overlapping spheres of influence. Data were collected during a six-week research project, entitled "Planning Activities for Mathematics at Home,” in which 16 Greek primary school teachers and 85 families (85 students, 109 parents) participated voluntarily. Their responses were subjected to thematic analysis with respect to the interactive mathematics homework task design criteria. Based on our findings, five emerging contexts of homework task criteria were identified: mathematics learning context, socio-cultural context, communicational context, pedagogical context, and inter-systemic context. The implementation of these tasks revealed that the parent–teacher–child collaboration was facilitated by promoting teachers’ and parents’ awareness of critical aspects of school–family collaboration. Moreover, parents and teachers experienced different levels of visibility of the spheres of influence in the five contexts. The implications for designing mathematics homework for parent–child–teacher collaboration are discussed. This article is part of a special issue titled "Parents, caregivers and community in mathematics education." To see other articles in this issue please select <a href="https://link.springer.com/collections/cibgdgbdfj">https://link.springer.com/collections/cibgdgbdfj</a>.</p>

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Designing mathematics homework for parent–child–teacher collaboration in primary schools

  • 期刊论文

  • 发表日期：

    2025年12月9日

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  • Sonia Kafoussi,
  • Andreas Moutsios-Rentzos,
  • Petros Chaviaris

摘要

Research suggests that schools need to develop collaborative relationships between parents and teachers to facilitate students’ mathematics learning. Little research appears to exist on how in-service primary school teachers design tasks that functionally link the school system with the family system through mathematics homework. In this study, we employed a systemic approach to investigate school–family interactions drawing upon Epstein’s model of overlapping spheres of influence. Data were collected during a six-week research project, entitled "Planning Activities for Mathematics at Home,” in which 16 Greek primary school teachers and 85 families (85 students, 109 parents) participated voluntarily. Their responses were subjected to thematic analysis with respect to the interactive mathematics homework task design criteria. Based on our findings, five emerging contexts of homework task criteria were identified: mathematics learning context, socio-cultural context, communicational context, pedagogical context, and inter-systemic context. The implementation of these tasks revealed that the parent–teacher–child collaboration was facilitated by promoting teachers’ and parents’ awareness of critical aspects of school–family collaboration. Moreover, parents and teachers experienced different levels of visibility of the spheres of influence in the five contexts. The implications for designing mathematics homework for parent–child–teacher collaboration are discussed. This article is part of a special issue titled "Parents, caregivers and community in mathematics education." To see other articles in this issue please select https://link.springer.com/collections/cibgdgbdfj.