COURSE CODE ECE 232

COURSE TITLE CHILDREN LEARNING MATHEMATICS

Graduate Diploma
PROGRAMME

STUDENT’S NAME
GETHA RAMADAS

MATRIC NO.
E30301220041

ACADEMIC FACILITATOR
MS. HIDAYAH HAZIRAH BINTI HISHAM

LOCATION
AEU UNVIERSITY
PART A

Parents were in charge of the at-home education of their children throughout the COVID-19
pandemic. In a class before the pandemic, it was discovered that the study of mathematics is in
conflict with home and school, and that homework in this subject is frequently unproductive or
challenging for both parents and children.

In general, parents were actively involved in their children's math learning at home. There was a
link between overall stress levels and unfavorable evaluations about the caliber of mathematics
homework and teacher help. Many parents used online mathematical programs to enhance their
child's learning, and they were generally pleased with them. Younger parents were more satisfied
with their overall home-learning of mathematics, although the crisis highlighted several pre-
existing problems. We believe that these results have consequences for mathematics home
learning in the future and advise schools to consider parental feedback when determining the
kind, level, and volume of mathematics work. Schools could also think about how to provide
efficient teacher support. As a result, teachers should encourage parental involvement in their
student's mathematics education.
Researchers conducted an online survey of New Zealand parents during the lockdown, and 634
responded. They discovered that parents were frequently quite curious about their children's
math homework. There was a connection between overall stress levels and unfavorable opinions,
and they expressed a variety of opinions on the quality of mathematics work and educator
assistance. Many parents used online math programs, which they were extremely thrilled about,
to help their child study mathematics more thoroughly.

Numerous underlying issues were brought to light during the crisis. They believe that these
findings have implications for upcoming math training at home. They advise schools to consider
parental input regarding the standard, complexity, and quantity of mathematical assignments.
Schools may also consider effective ways to assist educators and promote parental involvement
in their children's mathematical education.

In an attempt to control the COVID-19 coronavirus pandemic, New Zealand was placed under
lockdown. Schools reacted quickly some gave out resource bundles or offered their kids laptops
or computers. Teachers who occasionally conducted classes or meetings online would email
daily or weekly study schedules to their pupils. In order to promote these programs, the
government gave away tens of thousands of Computers and storage devices packed with study
materials to homes with poor internet connectivity. Educational TV was also added to the
curriculum to enhance the course material. Despite this assistance, parents were unintentionally
driven to assist their child's learning at home.
Other potent media messages on stress highlighted the widespread stress caused by the uncertain
economic implications for the country or the financial strain it was anticipated to inflict on
particular households. This stress may have affected families' ability to assist their children's
learning at home. A study found that disagreements about homework, particularly those
involving mathematics, between parents and their children will increase the already high level of
stress in the classroom.

Parents' challenges are raised when it is found that interactions with their children and the setting
with at learning are stressful. A few people brought up how difficult it is to step into the role of a
teacher when they lack teaching experience and have a poor opinion of mathematics. There is
some indication, though, that parents of younger kids thought they had more power or ability to
participate in at-home learning. We found no distinctions in the characteristics of these favorable
or unfavorable experiences. When considered as a whole, these comments stand directly to
evidence that links parenting traits to children's success with their math homework.

It was extraordinary for all children to instantly be required to learn mathematics at home. We
may consult research on home learning or math assignments to gain a better understanding of
what has happened. There is significant discussion over the advantages of parental homework
help for math training. Parental involvement in homework was found to be adversely correlated
to mathematics achievement when compared to other curriculum areas, which the researchers
theorized was caused by parents' limited experience with mathematics and different
mathematical approaches.
Assignment completion success may also be influenced by psychological problems. Sometimes,
doing mathematics assignments can be terrifying. The implementation of procedural
mathematics in schools turns students into passive learners and exacerbates the homework
burden by deteriorating family ties. On the other hand, homework for children that is intended to
involve parents can ease anxiety and increase children's confidence in their math skills. Children
who trusted their mothers to finish their homework were shown to frequently experience positive
curiosity and stress. There is a claim that the standard of the assignment relationship is
influenced by parents' mathematics ability. According to one study, mathematicians were less
concerned about their kids' homework than other parents.

Due to differences in what constitutes mathematics and what constitutes suitable learning
practices, parents are less able to draw upon their prior mathematical educational experience. A
deficient view of parents by the school may be a result of such disempowerment. Finding ways
to offer parents a voice and providing parent-centered approaches to promoting partnerships are
some obstacles for schools in creating meaningful partnerships. The quality of home-school
mathematical partnerships is more significant than the number, and it is the type of parents'
interactions with their children at home that has a better predictive capacity than the level of
parental involvement in school mathematics. The use of internet apps for mathematics
instruction at the primary and secondary school levels is significantly overlooked in the literature
on home learning in mathematics. Although educational platforms can now be accessed outside
of the classroom thanks to mobile technologies, most research on the use of digital tools for
mathematics learning has been done in a classroom setting. In many trials that looked at the
effects of online mathematic homework on achievement, the achievement was higher with online
assignments than with traditional homework, even though neither study looked at parental
involvement.
In part to promote home learning, many schools use online mathematics education packages. The
fees connected with these subscription-based programs are typically covered by the school or the
parent. These programs have been the subject of some research, most of which focuses on the
program or one of its components. A significant piece of software, the project was regularly used
for both pleasure and academic purposes. Parents supported the application because it appeared
that digital access, education, and literacy were affordable.

As students' progress through the educational system, older parents' assistance in easing pleasant
feelings about the experience may be a symptom of parents' losing authority or capacity to
participate in their children's mathematics education at home. Many parents searched online for
information because they wanted to provide their children with something appropriate for their
level. Although producers of subscription-based programs frequently highlight how they cater to
the particular requirements of children, we saw that many parents found the support they were
looking for in these services. It would be wise to conduct further research before deciding
whether to join the online learning ship.
In conclusion, New Zealanders indeed supported the necessity of ported the necessity of
observing social isolation and other health precautions throughout the pandemic lockdown.
However, research demonstrates that we were not on the same side when it comes to arithmetic
instruction. While schools separately provided pupils in New Zealand with what appears to have
been very varied mathematics learning experiences, parents felt drastically varying levels of
support from schools and teachers for their children's at-home arithmetic learning.

We claim that the findings are probably applicable globally in any situation where there is some
level of autonomy for schools because of the diverse variety of experiences. This is due to the
fact that these events still occurred regardless of how the government handled the circumstance.
We support the communications since they would be helpful to a vast global audience. Even if a
second lockout is scheduled for 2021 at of the time of this writing, math homework is still a
common practice in our public education system. According to the study's project overview, a lot
of parents are motivated and capable of helping, especially at the younger year levels, and they
are concerned about their children's mathematical abilities. However, the teacher's assistance is
necessary for home learning to be successful.

There is data that shows schools should seek parents for comments on the type, level of
difficulty, and amount of mathematics assignments they provide for at-home learning. They have
a greater chance of developing enduring bonds as a result, which will help kids understand math
in the long-term.