Parents as Learners, Teachers and Facilitators in an Intervention Program for Enhancing Children’s Math Learning in Taiwan


Parents who are involved in their children’s education contribute not only to higher academic achievement, but also to positive behaviors and emotional development (Stevenson & Lee, 1990). In this paper, I will share qualitative analyzes on data from an intervention project conducted in Taiwan. It is on parental involvement with a goal to enhance children’s learning in mathematics. In an elementary school near my university, I offered bi-weekly Friday Math Camp for parent-child year round for each grade over time. Preliminary results for grade 1-4 were reported and a book was published (Leung, 2015, in Chinese). The project was extended to kindergarten and grade 5/6. The research questions are: What roles do parents assume as they attend this Math Camp over time? What exemplars can be collected as evidence of roles that carry potentials in enhancing parents and children’s math learning? Data sources are questionnaire, diaries, focus group interviews, worksheets and videos. Results indicated that research-based tasks in math camp engaged parents as learners, teachers and facilitators (Civil and Bernier, 2006). Such roles also enabled them to take charge of children’s math learning in school and at home.

Author Information
Shuk-kwan S. Leung, National Sun Yat-sen University, Taiwan

Paper Information
Conference: ECE2019
Stream: Adult

This paper is part of the ECE2019 Conference Proceedings (View)
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Posted by James Alexander Gordon