Review
BibTex RIS Cite

Parental Involvement in Homework Discussions in Elementary Mathematics Education

Year 2020, Volume: 15 Issue: 22, 1481 - 1510, 29.02.2020
https://doi.org/10.26466/opus.658582

Abstract

Homework is a natural connection path for encouraging parental involvement in learning. Also, parental involvement in math homework is one of the topics discussed in the international literature. In this study, firstly, parental involvement in homework was examined based on literature. In addition, theoretical framework for parental involvement in homework was mentioned. Later on, related to parental involvement in math homework, the studies in the world and Turkey were discussed. As a result of this review, the results were presented and supported by the researcher's suggestions. The aim of this study was to examine the parental involvement in math homework, which is frequently emphasized in mathematics education, based on literature and to provide a critical perspective in recent years. Thus, in the context of this study, in Turkey, it can shed light on parental involvement in math homework studies, which will be constructed in a field-specific structure in mathematics education. In the relevant literature, it seen that parental involvement in homework is a multi-dimensional structure. Most of the studies on parental involvement in homework are based on self-determination theory. According to this theory, there are two different types of parental involvement: Parental control and parental support.  Studies report mixed results with regards to the effects of parental involvement in homework on children’s educational outcomes. In Turkey, studies on parental involvement in math homework have been reported to be very limited. It is recommended to investigate the structure of the parental involvement in math homework, and to focus on which type of involvement will produce better results for the students.

References

  • Aldous, J. (2006). Family, ethnicity, and immigrant youths’ educational achievements. Journal of Family Issues, 27(12), 1633–1667.
  • Baker, C. E. (2015). Does parent involvement and neighborhood quality matter for African American Boys’ kindergarten mathematics achievement? Early Educ. Dev., 26, 342–355. doi: 10.1080/10409289.2015. 968238.
  • Boonk, L., Gijselaers, H. J. M., Ritzen, H. ve Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educ. Res. Rev., 24, 10–30. doi: 10.1016/j.edurev.2018.02.001.
  • Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro- Asencio, E. ve Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educ. Res. Rev., 14, 33–46. doi: 10.1016/j.edurev.2015.01.002.
  • Chen, H. F. ve Zhu, J. (2017). Optimal items for assessing parental involvement across different groups during middle childhood. Journal of Child and Family Studies, 26(11), 2999–3012. doi:10.1007/s10826-017-0809-2.
  • Cooper, H. (2001). Homework for all - in moderation. Educ. Leadership, 58, 34–38.
  • Cooper, H., Robinson, J. C. ve Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Rev. Educ. Res., 76, 1–62. doi: 10.3102/00346543076001001.
  • Coşkun-Keskin, S. ve Özer, Ü. (2016). Velilere göre araştırmaya dayalı ödev anlayışı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16, (USBES Özel Sayı II), 1491-1512.
  • Cunha, J., Xu, J., Rosario, P. ve Núñez, J. C. (2018). Validity and reliability of the parental homework management scale. Psicothema, 30, 337–343. doi: 10.7334/psicothema2017.426.
  • Dettmers, S., Yotyodying, S. ve Jonkmann, K. (2019). Antecedents and outcomes of parental homework involvement: How do family-school partnerships affect parental homework involvement and student outcomes? Front. Psychol., 10 (1048). doi: 10.3389/fpsyg.2019.01048.
  • Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78, 233–249. doi: 10.1177/003804070507800303.
  • Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A. ve Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes? Contemporary Educational Psychology, 37, 55–69. doi:10.1016/j.cedpsych.2011. 09.004.
  • Duru, S. ve Çöğmen, S. (2017). İlkokul ve ortaokul öğrencileri ile velilerin ev ödevlerine ilişkin görüşleri. İlköğretim Online, 16(1), 354-365. doi: 10.17051/io.2017.76577.
  • Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In K. Hurrelman, F. X. Kaufman, ve F. Losel (Eds.). Social intervention: Potential and constraints (pp. 121–136). Berlin: de Gruyer.
  • Fan, H., Xu, J., Cai, Z., He, J. ve Fan, X. (2017). Homework and students’ achievement in math and science: a 30-year meta-analysis, 1986-2015. Educ. Res. Rev., 20, 35–54. doi: 10.1016/j.edurev.2016.11.003.
  • Feng, X., Xie, K., Gong, S., Gao, L. ve Cao, Y. (2019). Effects of parental autonomy support and teacher support on middle school students’ homework effort: Homework autonomous motivation as mediator. Front. Psychol., 10, 1-11. doi: 10.3389/fpsyg.2019.00612.
  • Fernández-Alonso, R., Álvarez-Díaz, M., Woitschach, P., Suárez-Álvarez, J. ve Cuesta, M. (2017). Parental involvement and academic performance: Less control and more communication. Psicothema, 29(4), 453-461. doi:10.7334/psicothema2017.181.
  • Fernández-Alonso, R., Suarez-Álvarez, J. ve Muniz, J. (2015). Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology, 107(4), 1075-7085. doi:10.1037/edu0000032.
  • Fernández-Alonso, R., Suárez-Álvarez, J. ve Muñiz, J. (2016). Homework and performance in mathematics: The role of the teacher, the family and the student’s background. Revista de Psicodidáctica, 21, 5-23. doi:10.1387/RevPsicodidact.13939.
  • Gonida, E. N. ve Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376–396. doi: 10.1111/bjep.12039.
  • Grolnick, W. S. ve Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237–252. doi: 10.1111/1467-8624. ep9406130692.
  • Harris, A. ve Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289.
  • Jay, T., Rose, J. ve Simmons, B. (2018). Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning. SAGE Open, 8(2), 1-13. doi: 10.1177/ 2158244018775466.
  • Karbach, J., Gottschling, J., Spengler, M., Hegewald, K. ve Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43–51. doi:10.1016/j.learninstruc. 2012.09.004.
  • Kırmızıgül, H. F. (2018). Ortaokul matematik dersinde verilen ev ödevlerine yönelik veli görüşlerinin bazı değişkenler açısından incelenmesi. (Yayımlanmamış yüksek lisans tezi). Fırat Üniversitesi, Elazığ.
  • Knapp, A., Landers, R., Liang, S. ve Jefferson, V. (2017). We all as a family graduate tonight: A case for mathematical knowledge for parental involvement. Education Studies in Mathematics, 95(1), 79–95.
  • LaRocque, M., Kleiman, I. ve Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure: Alternative Education for Children and Youth, 55, 115–122. doi: 10.1080/ 10459880903472876.
  • Lee, J. S. ve Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43, 193–215. doi:10.3102/00028312043002193.
  • Lerkkanen, M. ve Pakarinen, E. (2019). The role of parental beliefs and practices in children’s motivation in a changing World. Motivation in Education at a Time of Global Change: Theory, Research, and Implications for Practice Advances in Motivation and Achievement, 20, 151-167.
  • Levpušček, M. P. ve Zupančič, M. (2009). Math achievement in early adolescence: The role of parental involvement, teachers' behavior, and students' motivational beliefs about math. The Journal of Early Adolescence, 29, 541–570. doi: 10.1177/0272431608324189.
  • Marsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K. ve Murayama, K. (2016). Breaking the double-edged sword of effort/ trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology, 52, 1273–1290.
  • Martinez, S. (2011). An examination of Latino students’ homework routines. Journal Latinos Educ., 10, 354–368.
  • Merriam, S. B. (2018). Nitel araştırma desen ve uygulama için bir rehber. Selahattin Turan (Çeviri Editörü). Ankara: Nobel Akademik Yayıncılık.
  • Moon, U. J. ve Hofferth, S. L. (2016). Parental involvement, child effort, and the development of immigrant boys’ and girls’ reading and mathematics skills: A latent difference score growth model. Learn. Individ. Differ. 47, 136–144. doi: 10.1016/j.lindif.2016.01.001.
  • Moroni, S., Dumont, H., Trautwein, U., Niggli, A. ve Baeriswyl, F. (2015). The need to distinguish between quantity and quality in research on parental involvement: The example of parental help with homework. Journal of Educational Research, 108, 417–431. doi:10.1080/00220671.2014. 901283.
  • Neel, R. G. (1981). Sosyal Davranışta Araştırma Yöntemleri (A. Can-Baysal, Çev.). İstanbul: Fatih Yayınevi Matbaası.
  • Núñez, J. C., Epstein, J. L., Suárez, N., Rosário, P., Vallejo, G. ve Valle, A. (2017). How do student prior achievement and homework behaviors relate to perceived parental involvement in homework? Frontiers in Psychology, 8, 1-13. doi:10.3389/fpsyg.2017.01217.
  • Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A. ve Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and Learning, 10, 375-406. doi:10. 1007/s11409-015-9135-5.
  • OECD (2014). PISA 2012 Results in focus: What 15-year-olds know and what they can do with what they know, PISA. Paris: OECD Publishing.
  • Ok, M. ve Çalışkan, M. (2019). Ev Ödevleri: Öğretmen, öğrenci ve veli görüşleri. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 11(18), 594-620.
  • Otani, M. (2019). Parental involvement and academic achievement among elementary and middle school students. Asia Pacific Education Review, 20, 1-25. doi:10.1007/s12564-019-09614-z.
  • Özcan, B. N. ve Göğebakan-Yıldız, D. (2017). Velilerin çocuklarının matematik ödevlerine karşı görüş ve katılımlarının incelenmesi. TÜBAV Bilim, 10(4), 58-70.
  • Patall, E. A., Cooper, H. ve Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Rev. Educ. Res., 78, 1039–1101. doi: 10.3102/0034654308325185.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  • Pezdek, K., Berry, T. ve Renno, P. A. (2002). Children’s mathematics achievement: The role of parents’ perceptions and their involvement in homework. Journal of Educational Psychology, 94, 771–777. doi:10.1037/0022-0663.94.4.771.
  • Pomerantz, E. M., Moorman, E. A. ve Litwack, S. D. (2007). The how, whom and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373–410. doi: 10.3102/003465430305567.
  • Rogers, M. A., Theule, J., Ryan, B. A., Adams, G. R. ve Keating, L. (2009). Parental involvement and children's school achievement: Evidence for mediating processes. Canadian Journal of School Psychology, 24, 34–57. doi: 10.1177/0829573508328445.
  • Rosario, P., Núnez, J. C., Vallejo, G., Cunha, J., Nunes, T., Mourao, R. ve Pinto, R. (2015). Does homework design matter? The role of homework's purpose in student mathematics achievement. Contemporary Educational Psychology, 43, 10-24.
  • Ryan, R. M. ve Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68.
  • Sheldon, S. B. ve Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98, 196–206. doi:10.3200/JOER.98.4.196-207.
  • Silinskas, G. ve Kikas, E. (2019a). Math homework: Parental help and children’s academic outcomes. Contemporary Educational Psychology, 59. doi: 10.1016/j.cedpsych.2019.101784.
  • Silinskas, G. ve Kikas, E. (2019b). Parental involvement in math homework: Links to children’s performance and motivation. Scandinavian Journal of Educational Research, 63(1), 17-37. doi: 10.1080/00313831.2017. 1324901.
  • Silinskas, G., Kiuru, N., Aunola, K., Lerkkanen, M. K. ve Nurmi, J. E. (2015). The developmental dynamics of children’s academic performance and mothers’ homework-related affect and practices. Developmental Psychology, 51, 419–433. doi:10.1037/a0038908.
  • Silinskas, G., Niemi, P., Lerkkanen, M. K. ve Nurmi, J. E. (2013). Children’s poor academic performance evokes parental homework assistance—But does it help? International Journal of Behavioral Development, 37, 44–56. doi:10.1177/ 0165025412456146.
  • Sun, M., Du, J. ve Xu, J. (2018). Math homework purpose scale for preadolescents: A psychometric evaluation. Current Psychology, 1-9. doi:10.1007/s12144-018-9870-2.
  • Şen, H. Ş. ve Gülcan, M. G. (2012). İlköğretim 4. ve 5. sınıflarda verilen ev ödevleri konusunda veli görüşleri. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 29-41.
  • Şengül, S. ve Dereli, M. (2013). Tam sayılar konusunun karikatürle öğretiminin 7. sınıf öğrencilerinin matematik tutumuna etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2509-2534.
  • Tam, V. C. ve Chan, R. M. (2009). Parental involvement in primary children's homework in Hong Kong. School Community Journal, 19, 81–100.
  • Trautwein, U. (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372–388. doi:10.1016/j.learninstruc.2007.02.009.
  • Trautwein, U. ve Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258. doi:10.1016/j.learninstruc.2008.05.001.
  • Turanlı, A. S. (2009). Students’ and paretns’ perceptions about homework. Education and Science, 34(153), 61-73.
  • Turan-Özpolat, E., Karakoç, B. ve Kara, K. (2017). İlkokulda verilen ev ödevlerine ilişkin öğretmen ve veli görüşlerinin değerlendirilmesi. International Journal of Eurasia Social Sciences, 8(30), 1849-1890.
  • Van Voorhis, F. L. (2011). Adding families to the homework equation: A longitudinal study of mathematics achievement. Education and Urban Society, 43, 313–338. doi:10.1177/0013124510380236.
  • Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S. ve Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educ. Psychol. Rev. 28, 605–644. doi: 10.1007/s10648-015-9329-z.
  • Williams, K. ve Williams, H. (2019). Mathematics problem-solving homework as a conduit for parental involvement in learning. Evaluation of a pilot study. Educational Review, 1-20. doi: 10.1080/00131911.2019. 1566210.
  • Xu, J. (2015). Investigating factors that influence conventional distraction and tech-related distraction in math homework. Comput. Educ., 81, 304–314. doi: 10.1016/j.compedu.2014.10.024.
  • Xu, J., Du, J., Wu, S., Ripple, H. ve Cosgriff, A. (2018). Reciprocal effects among parental homework support, effort, and achievement? An empirical investigation. Frontiers in Psychology, 9, 1-11. doi:10.3389/fpsyg.2018. 02334.
  • Xu, J., Fan, X., Du, J. ve He, M. (2017). A study of the validity and reliability of the parental homework support scale. Measurement 95, 93–98. doi:10.1016/j. measurement.2016.09.045.
  • Xu, J. ve Corno, L. (2003). Family help and homework management reported by middle school students. Elemantary School Journal, 103(5), 503-518.
  • Yang, F., Xu, J., Tan, H. ve Liang, N. (2016). What keeps Chinese students motivated in doing math homework? An empirical investigation. Teachers College Record, 118(8), 1-26.
  • Yar-Yıldırım, V. (2018). Öğretmen, öğrenci ve velilerin ortaokul düzeyinde verilen günlük ödevler hakkındaki görüşleri. Milli Eğitim, 220, 201-224.
  • Yenilmez, K. (2006). Velilerin matematik eğitiminde çocuklarına sağladıkları katkı düzeyleri üzerine bir araştırma. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 13-29.
  • Yenilmez, K., Özer, M. N. ve Yıldız, Z. (2006). Velilerin çocuklarının matematik eğitimine karşı yaklaşım ve katkılarının incelenmesi üzerine bir araştırma. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 7(1), 151-170.

İlköğretim Matematik Eğitiminde Velinin Ev Ödevine Katılımı Tartışması

Year 2020, Volume: 15 Issue: 22, 1481 - 1510, 29.02.2020
https://doi.org/10.26466/opus.658582

Abstract

Ev ödevi, öğrenme sürecine veli katılımını sağlayan doğal bir bağlantı yoludur. Ayrıca, matematik ödevlerine veli katılımı uluslararası alan yazında gündemde olan konulardan biridir. Bu çalışmada, öncelikle velinin ödev katılımı alan yazın tabanlı incelenmiş ve velinin ödev katılımına ilişkin teorik çerçeveden bahsedilmiştir. Sonrasında ise velinin matematik ödevine katılımıyla ilgili Türkiye’de ve dünyada yapılan çalışmalar irdelenmiştir. Bu inceleme sonucunda elde edilen sonuçlar araştırmacının önerileri ile desteklenerek sunulmuştur.  Bu doğrultuda çalışmanın amacı, son yıllarda matematik eğitiminde sıklıkla vurgulanan velinin ödeve katılımını alan yazın tabanlı inceleyerek eleştirel bir bakış açısı sağlamaktır. Dolayısıyla, bu çalışma matematik eğitiminde alana özgü bir yapıda kurgulanacak olan velinin matematik ödevine katılımı çalışmalarına ışık tutabilir. Alan yazında, velinin ödeve katılımının çok boyutlu bir yapıda olduğu görülmüştür. Velilerin ödeve katılımını ele alan araştırmaların çoğu öz-belirleme kuramını temel almaktadır. Bu teoriye göre veli katılımının veli kontrolü ve veli desteği olarak iki farklı türü vardır. İncelenen çalışma sonuçları velinin matematik ödevine katılımının öğrencilerin eğitimsel çıktıları üzerindeki etkileriyle ilgili karışık sonuçlar ortaya koymaktadır. Ayrıca, Türkiye’de velinin matematik ödevine katılımını ele alan çalışmaların oldukça sınırlı olduğu görülmüştür. Yapılacak çalışmalarda velinin matematik ödevine katılım yapısının araştırılması, hangi katılım türünün öğrenciler açısından daha iyi sonuçlar doğuracağı üzerine odaklanılması önerilmektedir.

References

  • Aldous, J. (2006). Family, ethnicity, and immigrant youths’ educational achievements. Journal of Family Issues, 27(12), 1633–1667.
  • Baker, C. E. (2015). Does parent involvement and neighborhood quality matter for African American Boys’ kindergarten mathematics achievement? Early Educ. Dev., 26, 342–355. doi: 10.1080/10409289.2015. 968238.
  • Boonk, L., Gijselaers, H. J. M., Ritzen, H. ve Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educ. Res. Rev., 24, 10–30. doi: 10.1016/j.edurev.2018.02.001.
  • Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro- Asencio, E. ve Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educ. Res. Rev., 14, 33–46. doi: 10.1016/j.edurev.2015.01.002.
  • Chen, H. F. ve Zhu, J. (2017). Optimal items for assessing parental involvement across different groups during middle childhood. Journal of Child and Family Studies, 26(11), 2999–3012. doi:10.1007/s10826-017-0809-2.
  • Cooper, H. (2001). Homework for all - in moderation. Educ. Leadership, 58, 34–38.
  • Cooper, H., Robinson, J. C. ve Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Rev. Educ. Res., 76, 1–62. doi: 10.3102/00346543076001001.
  • Coşkun-Keskin, S. ve Özer, Ü. (2016). Velilere göre araştırmaya dayalı ödev anlayışı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16, (USBES Özel Sayı II), 1491-1512.
  • Cunha, J., Xu, J., Rosario, P. ve Núñez, J. C. (2018). Validity and reliability of the parental homework management scale. Psicothema, 30, 337–343. doi: 10.7334/psicothema2017.426.
  • Dettmers, S., Yotyodying, S. ve Jonkmann, K. (2019). Antecedents and outcomes of parental homework involvement: How do family-school partnerships affect parental homework involvement and student outcomes? Front. Psychol., 10 (1048). doi: 10.3389/fpsyg.2019.01048.
  • Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78, 233–249. doi: 10.1177/003804070507800303.
  • Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A. ve Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes? Contemporary Educational Psychology, 37, 55–69. doi:10.1016/j.cedpsych.2011. 09.004.
  • Duru, S. ve Çöğmen, S. (2017). İlkokul ve ortaokul öğrencileri ile velilerin ev ödevlerine ilişkin görüşleri. İlköğretim Online, 16(1), 354-365. doi: 10.17051/io.2017.76577.
  • Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In K. Hurrelman, F. X. Kaufman, ve F. Losel (Eds.). Social intervention: Potential and constraints (pp. 121–136). Berlin: de Gruyer.
  • Fan, H., Xu, J., Cai, Z., He, J. ve Fan, X. (2017). Homework and students’ achievement in math and science: a 30-year meta-analysis, 1986-2015. Educ. Res. Rev., 20, 35–54. doi: 10.1016/j.edurev.2016.11.003.
  • Feng, X., Xie, K., Gong, S., Gao, L. ve Cao, Y. (2019). Effects of parental autonomy support and teacher support on middle school students’ homework effort: Homework autonomous motivation as mediator. Front. Psychol., 10, 1-11. doi: 10.3389/fpsyg.2019.00612.
  • Fernández-Alonso, R., Álvarez-Díaz, M., Woitschach, P., Suárez-Álvarez, J. ve Cuesta, M. (2017). Parental involvement and academic performance: Less control and more communication. Psicothema, 29(4), 453-461. doi:10.7334/psicothema2017.181.
  • Fernández-Alonso, R., Suarez-Álvarez, J. ve Muniz, J. (2015). Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology, 107(4), 1075-7085. doi:10.1037/edu0000032.
  • Fernández-Alonso, R., Suárez-Álvarez, J. ve Muñiz, J. (2016). Homework and performance in mathematics: The role of the teacher, the family and the student’s background. Revista de Psicodidáctica, 21, 5-23. doi:10.1387/RevPsicodidact.13939.
  • Gonida, E. N. ve Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376–396. doi: 10.1111/bjep.12039.
  • Grolnick, W. S. ve Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237–252. doi: 10.1111/1467-8624. ep9406130692.
  • Harris, A. ve Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289.
  • Jay, T., Rose, J. ve Simmons, B. (2018). Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning. SAGE Open, 8(2), 1-13. doi: 10.1177/ 2158244018775466.
  • Karbach, J., Gottschling, J., Spengler, M., Hegewald, K. ve Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43–51. doi:10.1016/j.learninstruc. 2012.09.004.
  • Kırmızıgül, H. F. (2018). Ortaokul matematik dersinde verilen ev ödevlerine yönelik veli görüşlerinin bazı değişkenler açısından incelenmesi. (Yayımlanmamış yüksek lisans tezi). Fırat Üniversitesi, Elazığ.
  • Knapp, A., Landers, R., Liang, S. ve Jefferson, V. (2017). We all as a family graduate tonight: A case for mathematical knowledge for parental involvement. Education Studies in Mathematics, 95(1), 79–95.
  • LaRocque, M., Kleiman, I. ve Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure: Alternative Education for Children and Youth, 55, 115–122. doi: 10.1080/ 10459880903472876.
  • Lee, J. S. ve Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43, 193–215. doi:10.3102/00028312043002193.
  • Lerkkanen, M. ve Pakarinen, E. (2019). The role of parental beliefs and practices in children’s motivation in a changing World. Motivation in Education at a Time of Global Change: Theory, Research, and Implications for Practice Advances in Motivation and Achievement, 20, 151-167.
  • Levpušček, M. P. ve Zupančič, M. (2009). Math achievement in early adolescence: The role of parental involvement, teachers' behavior, and students' motivational beliefs about math. The Journal of Early Adolescence, 29, 541–570. doi: 10.1177/0272431608324189.
  • Marsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K. ve Murayama, K. (2016). Breaking the double-edged sword of effort/ trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology, 52, 1273–1290.
  • Martinez, S. (2011). An examination of Latino students’ homework routines. Journal Latinos Educ., 10, 354–368.
  • Merriam, S. B. (2018). Nitel araştırma desen ve uygulama için bir rehber. Selahattin Turan (Çeviri Editörü). Ankara: Nobel Akademik Yayıncılık.
  • Moon, U. J. ve Hofferth, S. L. (2016). Parental involvement, child effort, and the development of immigrant boys’ and girls’ reading and mathematics skills: A latent difference score growth model. Learn. Individ. Differ. 47, 136–144. doi: 10.1016/j.lindif.2016.01.001.
  • Moroni, S., Dumont, H., Trautwein, U., Niggli, A. ve Baeriswyl, F. (2015). The need to distinguish between quantity and quality in research on parental involvement: The example of parental help with homework. Journal of Educational Research, 108, 417–431. doi:10.1080/00220671.2014. 901283.
  • Neel, R. G. (1981). Sosyal Davranışta Araştırma Yöntemleri (A. Can-Baysal, Çev.). İstanbul: Fatih Yayınevi Matbaası.
  • Núñez, J. C., Epstein, J. L., Suárez, N., Rosário, P., Vallejo, G. ve Valle, A. (2017). How do student prior achievement and homework behaviors relate to perceived parental involvement in homework? Frontiers in Psychology, 8, 1-13. doi:10.3389/fpsyg.2017.01217.
  • Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A. ve Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and Learning, 10, 375-406. doi:10. 1007/s11409-015-9135-5.
  • OECD (2014). PISA 2012 Results in focus: What 15-year-olds know and what they can do with what they know, PISA. Paris: OECD Publishing.
  • Ok, M. ve Çalışkan, M. (2019). Ev Ödevleri: Öğretmen, öğrenci ve veli görüşleri. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 11(18), 594-620.
  • Otani, M. (2019). Parental involvement and academic achievement among elementary and middle school students. Asia Pacific Education Review, 20, 1-25. doi:10.1007/s12564-019-09614-z.
  • Özcan, B. N. ve Göğebakan-Yıldız, D. (2017). Velilerin çocuklarının matematik ödevlerine karşı görüş ve katılımlarının incelenmesi. TÜBAV Bilim, 10(4), 58-70.
  • Patall, E. A., Cooper, H. ve Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Rev. Educ. Res., 78, 1039–1101. doi: 10.3102/0034654308325185.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  • Pezdek, K., Berry, T. ve Renno, P. A. (2002). Children’s mathematics achievement: The role of parents’ perceptions and their involvement in homework. Journal of Educational Psychology, 94, 771–777. doi:10.1037/0022-0663.94.4.771.
  • Pomerantz, E. M., Moorman, E. A. ve Litwack, S. D. (2007). The how, whom and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373–410. doi: 10.3102/003465430305567.
  • Rogers, M. A., Theule, J., Ryan, B. A., Adams, G. R. ve Keating, L. (2009). Parental involvement and children's school achievement: Evidence for mediating processes. Canadian Journal of School Psychology, 24, 34–57. doi: 10.1177/0829573508328445.
  • Rosario, P., Núnez, J. C., Vallejo, G., Cunha, J., Nunes, T., Mourao, R. ve Pinto, R. (2015). Does homework design matter? The role of homework's purpose in student mathematics achievement. Contemporary Educational Psychology, 43, 10-24.
  • Ryan, R. M. ve Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68.
  • Sheldon, S. B. ve Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98, 196–206. doi:10.3200/JOER.98.4.196-207.
  • Silinskas, G. ve Kikas, E. (2019a). Math homework: Parental help and children’s academic outcomes. Contemporary Educational Psychology, 59. doi: 10.1016/j.cedpsych.2019.101784.
  • Silinskas, G. ve Kikas, E. (2019b). Parental involvement in math homework: Links to children’s performance and motivation. Scandinavian Journal of Educational Research, 63(1), 17-37. doi: 10.1080/00313831.2017. 1324901.
  • Silinskas, G., Kiuru, N., Aunola, K., Lerkkanen, M. K. ve Nurmi, J. E. (2015). The developmental dynamics of children’s academic performance and mothers’ homework-related affect and practices. Developmental Psychology, 51, 419–433. doi:10.1037/a0038908.
  • Silinskas, G., Niemi, P., Lerkkanen, M. K. ve Nurmi, J. E. (2013). Children’s poor academic performance evokes parental homework assistance—But does it help? International Journal of Behavioral Development, 37, 44–56. doi:10.1177/ 0165025412456146.
  • Sun, M., Du, J. ve Xu, J. (2018). Math homework purpose scale for preadolescents: A psychometric evaluation. Current Psychology, 1-9. doi:10.1007/s12144-018-9870-2.
  • Şen, H. Ş. ve Gülcan, M. G. (2012). İlköğretim 4. ve 5. sınıflarda verilen ev ödevleri konusunda veli görüşleri. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 29-41.
  • Şengül, S. ve Dereli, M. (2013). Tam sayılar konusunun karikatürle öğretiminin 7. sınıf öğrencilerinin matematik tutumuna etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2509-2534.
  • Tam, V. C. ve Chan, R. M. (2009). Parental involvement in primary children's homework in Hong Kong. School Community Journal, 19, 81–100.
  • Trautwein, U. (2007). The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372–388. doi:10.1016/j.learninstruc.2007.02.009.
  • Trautwein, U. ve Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258. doi:10.1016/j.learninstruc.2008.05.001.
  • Turanlı, A. S. (2009). Students’ and paretns’ perceptions about homework. Education and Science, 34(153), 61-73.
  • Turan-Özpolat, E., Karakoç, B. ve Kara, K. (2017). İlkokulda verilen ev ödevlerine ilişkin öğretmen ve veli görüşlerinin değerlendirilmesi. International Journal of Eurasia Social Sciences, 8(30), 1849-1890.
  • Van Voorhis, F. L. (2011). Adding families to the homework equation: A longitudinal study of mathematics achievement. Education and Urban Society, 43, 313–338. doi:10.1177/0013124510380236.
  • Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S. ve Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educ. Psychol. Rev. 28, 605–644. doi: 10.1007/s10648-015-9329-z.
  • Williams, K. ve Williams, H. (2019). Mathematics problem-solving homework as a conduit for parental involvement in learning. Evaluation of a pilot study. Educational Review, 1-20. doi: 10.1080/00131911.2019. 1566210.
  • Xu, J. (2015). Investigating factors that influence conventional distraction and tech-related distraction in math homework. Comput. Educ., 81, 304–314. doi: 10.1016/j.compedu.2014.10.024.
  • Xu, J., Du, J., Wu, S., Ripple, H. ve Cosgriff, A. (2018). Reciprocal effects among parental homework support, effort, and achievement? An empirical investigation. Frontiers in Psychology, 9, 1-11. doi:10.3389/fpsyg.2018. 02334.
  • Xu, J., Fan, X., Du, J. ve He, M. (2017). A study of the validity and reliability of the parental homework support scale. Measurement 95, 93–98. doi:10.1016/j. measurement.2016.09.045.
  • Xu, J. ve Corno, L. (2003). Family help and homework management reported by middle school students. Elemantary School Journal, 103(5), 503-518.
  • Yang, F., Xu, J., Tan, H. ve Liang, N. (2016). What keeps Chinese students motivated in doing math homework? An empirical investigation. Teachers College Record, 118(8), 1-26.
  • Yar-Yıldırım, V. (2018). Öğretmen, öğrenci ve velilerin ortaokul düzeyinde verilen günlük ödevler hakkındaki görüşleri. Milli Eğitim, 220, 201-224.
  • Yenilmez, K. (2006). Velilerin matematik eğitiminde çocuklarına sağladıkları katkı düzeyleri üzerine bir araştırma. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 13-29.
  • Yenilmez, K., Özer, M. N. ve Yıldız, Z. (2006). Velilerin çocuklarının matematik eğitimine karşı yaklaşım ve katkılarının incelenmesi üzerine bir araştırma. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 7(1), 151-170.
There are 73 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Fatma Erdoğan 0000-0002-4498-8634

Publication Date February 29, 2020
Acceptance Date February 10, 2020
Published in Issue Year 2020 Volume: 15 Issue: 22

Cite

APA Erdoğan, F. (2020). İlköğretim Matematik Eğitiminde Velinin Ev Ödevine Katılımı Tartışması. OPUS International Journal of Society Researches, 15(22), 1481-1510. https://doi.org/10.26466/opus.658582