“talking maths: ways of engaging parents with their children's maths learning” sue skyrme...

“Talking Maths: ways of engaging parents with their children's maths learning”

Sue Skyrme and Sarah-Jane Gay

Bristol University November 18th 2013

Copyright © National Numeracy 2013. All rights reserved. Visit our website www.nationalnumeracy.org.uk 1

What do we mean by numeracy?By numeracy we mean ‘everyday maths’. This is the maths that helps you to make decisions in day-to-day life; things like making the most of your money, journey planning, and understanding adverts and offers. Being numerate is an essential life skill.

Issue•17 million at Entry Levels (Skills for Life 2011)•This has huge impact on the individual’s life chances and UK as a whole•‘I can’t do maths’ and negative cultural views of maths•37% adults want to improve their maths skills (rose to 67% in unemployed people) (YouGov for NN, 2013)

Aims•Transform numeracy for all – everyone to reach a level of numeracy that allows them to fulfil their potential•Promote positive, ‘can-do’ attitudes towards maths

Approach•Mathematical resilience – value, growth mindset, effort

Main projects•Essentials of Numeracy for All•The Challenge – Challenge Online•Firm Foundations for All and Parental Engagement

2Copyright © National Numeracy 2013. All right reserved

National Numeracy – About us

Copyright © National Numeracy 2013. All rights reserved. 3

Parental Engagement - What is the issue?

• If parents engage with their children's education, the attainment of the child will increase by 15% no matter what the social background of the family. - Professor Charles Deforges

• Children whose parents take an active interest in their child's education make greater progress at school.

• Parents give children their first experience of maths, and it is important for the child that this is positive. Children who hear 'I can't do maths' or 'I was never any good at maths and I'm OK' are likely to start believing maths is unimportant.

• Many parents feel unconfident in their own maths ability, and therefore unable to support their children.


Parental Engagement - What do parents say?

• 41% of parents sampled cited work commitments as the

main barrier to engaging with their children's learning (a)

• only 33% felt confident in helping with homework (a)

• 38% feel they do not understand their children's work (a)

• 72% want more involvement in their child’s education (f)

Parental Engagement Project Aims

• To support parents in engaging with their children's education.

• To break any cycle of negative maths messages - encourage parents to avoid 'I can't do maths'.

• To offer parents support in developing their own numeracy skills - either through the Firm Foundations for All or the Challenge



Parental Engagement - Strategy Temple

Parental Engagement - Project Plan

1. Desk research2. Field research -- meetings- focus groups3. Expert group meetings4. Interim report5. Pilot resources/ support6. Recommendations for next steps7. Final report

7Copyright © National Numeracy 2013. All rights reserved.


Barriers to Parental Engagement - Desk research

Barriers to parental engagement:

• attitudes to maths – ok to dislike/ fear/ say no good at maths

• cultural norms and expectations

• working family lives/ work commitments

• language – both first language at home and mathematical language

• low levels of own numeracy

• lack of confidence

• sustainability

• 'hard to reach' parents


Barriers to Parental Engagement - Desk research

Barriers to parental engagement:

•feel stigmatised if attend support group

• parents experience of their own education

• digital divide

• perception of the role in relation to child's schooling is influenced by their own past experiences and some parents try to 'save' their children from the same

• failures in the system

• some pupils (SEN) unhappy at school


Parental Engagement - Desk research main findings

• parental involvement has a positive impact on children's learning

• in countries such as China, where parental involvement is high, children achieve; importance is placed on doing well in maths

• need to engage in more mathematical conversations and do everyday tasks together

• effect of parental involvement at home was stronger than that of either socio-economic status or parents level of education

• pupils have positive and negative effect on parental involvement

• girls are more likely to engage parents than boys

• communicating with parents about their child's learning can improve attainment

• parents who were viewed as 'hard to reach' often viewed the school as 'hard to reach'



• research shows that fathers' involvement is particularly important for boys and for disadvantaged children

• the majority of participating schools have witnessed improvements – in some cases dramatic -in levels of mathematics attainment (Ocean Maths)

• Family Learning.. to engage those furthest from the labour market and improve employability

• biggest worry for parents – home help papers hit the best-sellers list!

• consider the 'hidden nature' of help parents gave to children with maths



• most parents could give an example of how they supported children's learning in maths in everyday contexts

• parents struggle with 'modern methods'

• poor communication home- school

• most parents felt maths was important – to get a good job, everyday lives

• mums worried about passing on stereotype of girls not as good as boys

• there is a proven relationship between improved parent engagement and improved attendance, behaviour and achievement


Parental Engagement - Field research

•One school visit completed – high deprivation school on Isle of Wight.

•The group comprised 11 – 8 mums, 2 grandmas, 1 dad (with mixed age children across the school 4-11)

•Next arranged – Hodge Hill Primary School, Birmingham – before Christmas


Parental Engagement - Field research question themes

General opinions about maths and numeracy•Importance of maths•Own experience of maths•Impact of own opinions on children•Is maths something everyone can learn to do?

How parents engage with your child’s learning of numeracy•Everyday activities, conversations•Games, songs etc

What kind of support would parents like for both them and their child?•What prevents engagement?•Support wanted from school/National Numeracy•What would encourage other parents to get in to schools?


Parental Engagement - Field research responses

Many commonalities with desk research: some new responses included:

Experience of own learning maths at school~ many felt negative; many remembered maths used as a punishment; most did not want the same for their children

Terminology ~ most of the group felt 'numeracy' is a friendlier term than 'maths‘

Importance~ maths very important for employability

Attitude~ most try to be positive around their child; some felt parents are too hard on themselves and do 'maths' without realising it

Engagement ~ some parents put off by other parents

The carrot ~ promote the idea of your engagement (and improved maths skills) WILL improve your child’s life chances

Presentation ~ important to advertise positively

Support ~ guides for talking to teachers


Parental Engagement - Next steps

•Continue with parent focus groups

•Keep in touch and mutually support others with similar aims

•Begin to plan support and resources

[email protected]@nationalnumeracy.org.uk

“talking maths: ways of engaging parents with their children's maths learning” sue skyrme...

Documents

maths skills

maths ability

experience of maths

everyday maths

numeracy skills

level of numeracy

parental engagement

maths learning sue skyrme