Parents’ Perceptions and Involvement in the Mathematics Education of their Children

This thesis examines how parental perceptions affect parental involvement in the mathematics education of their secondary school children and how these two factors affect the ways children think about their achievement. The study makes an important contribution by demonstrating key features of involvement which are parental actions such as motivating children in learning, supporting their academic success, and controlling children appropriately. The findings of this study are important not only to parents and children but also to teachers, school administrators, and education policy makers, who need to help foster the parent–child relationship to promote academic success.