Evaluation of Students' Performance before and after Parent Involvement in Math Educaton with DEA

Subject Areas : Statistics

S. E. Haghi ¹ , M. Rostamy-Malkhalifeh ² , M. H. Behzadi ³ , A. Shahvarani ⁴

1 - Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2 - Department of Mathematics, Science and Research Branch, Islamic Azad University Tehran, Iran.
3 - Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
4 - Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran.

Received: 2019-09-04 Accepted : 2019-11-22 Published : 2019-12-22

Keywords: تحلیل پوششی داده‌ها, انجمن ریاضی, آموزش ریاضی, آمیختگی فرهنگی, مشارکت والدین,

Abstract :

This paper describes two proposed strategies for involving families in mathematics education and forming a mathematical association for parents with the aim of involving parents in their children's mathematics education, implemented at one of the Tehran schools, describing the outcomes and performance of students before and after school. They were analyzed using Data Envelopment Analysis (DEA).Data Envelopment Analysis (DEA) is a linear programming method whose main purpose is to compare and evaluate the efficiency of a number of similar decision-making units, to compare and analyze them with different amounts of inputs and outputs.In this research, inputs on various aspects of cultural, social, and economic conditions (such as family income, physical and mental health of family members, parents' occupation, etc.) of families of sixth grade elementary school boy students in TALAYEDARAN school, district 4 of Tehran, and outputs The success of the math test is the interest of the students in these math activities in math lessons and ethical discipline

References:

[1] Andersen, P., Petersen. N. C., (1993). A Procedure for Ranking Efficient Units in Data Envelopment Analysis. Management Science, 39(10), 1261-1264.

 

[2] Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/ Pangarau. Wellington, NZ: Ministry of Education.

 

[3] Banker D., Janakiramang S., & Natarajan R., (2003). Analysis of Trends in Technical and Allocative Efficiency: an Application to Texas. Public School Districts. European Journal of Operational research, Article in press

 

[4] Bastiani, J. (2004). Ocean mathematics project: A follow-up review. Available: http://www.ocean-maths.org. uk/ reports.html

 

[5] Bernie, J. & Lall, M. (2008). Building bridges between home and school mathematics: A review of the ocean mathematics project. Available: http:// www.ocean maths.org. uk/ reports. html

 

[6] Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The complexity of community and family influences on children’s achievement in New Zealand: Best evidence synthesis. Wellington, NZ: Ministry of Education.

 

[7] Bobis, J. & Anderson, J. (2006). Reform-oriented teaching practices and the influence of school context. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Canberra, pp. 92-98). Adelaide, SA: MERGA Inc.

 

[8] Bristow, D. (1993). IMPACT in the urban authority. In In R. Merttens & J. Vass (Eds.), Partnerships in maths: Parents and schools the IMPACT project. London, UK: The Falmer Press.

 

[9] Cai, J. (2003). Investigating parental roles in students' learning of mathematics from a cross-national perspective. Mathematics Education Research Journal, 15(2), 87-106.

 

[10] Cavanagh, M. (2006). Mathematics teachers and working mathematically: Responses to curriculum change. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and learning spaces(Proceedings of the 29th annual conference of the Mathematics Education Research Group ofAustralasia, Canberra, pp. 115-122). Adelaide, SA: MERGA Inc.

 

[11] Charnes, A., Cooper, W. W., Rhodes, E., (1987). Measuring the Efficiency of Decision Making Units. European Journal of Operational research, 2(6), 429-444.

 

[12] Cheeseman, J. (2007). MathBusters (apologies to MythBusters). In K. Milton, H. Reeves & T. Spencer (Eds.), Mathematics essential for learning: Essential for life. (Proceedings of the 2007 AAMT conference) pp. 300-306. Australian Association on Mathematics Teachers, Hobart

 

[13] Civil, M. (2006). Working towards equity in mathematics education: A focus on learners, teachers, and parents. S. Alatorre, J.L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, 30-50). Mérida, Mexico: Universidad Pedagógica Nacional.

[14] Civil, M. (2001). Redefining parental involvement: Parents as learners of mathematics. Paper presented at the NCTM research pre-session, April 2001, Orlando, FL.

 

[15] Civil, M. (1999). Parents as resources for mathematical instruction. In M. van Groenestijn & D. Coben (Eds.), Mathematics as part of lifelong learning (Proceedings of the fifth international conference of 'Adults Learning Maths - A research forum', Utrecht, Netherlands, July 1998) (pp.216-222). London, UK: Goldsmiths College.

 

[16] Civil, M. (1998). Parents as resources for mathematical instruction. Adults learning maths - a research forum, Utrecht, The Netherlands.

 

[17] Civil, M., Quintos, B., & Bernier, E. (2003, April). Parents as Observers in the Mathematics Classroom: Establishing a Dialogue Between School and Community. Paper presented at the NCTM research pre-session, San Antonio, TX.

 

[18] Clarke, D. (2006). Fractions as division: The forgotten notion? Australian Primary Mathematics Classroom, 11(3), 4-10.

 

[19] Clarke, D.M., Roche, A., & Mitchell, A. (2008). Ten practical, research-based tips for making fractions come alive (and make sense) in the middle years. Mathematics Teaching in the Middle School, 13(7), 373-380).

 

[20] Desforges, C. & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. Nottingham, UK: Queen‟s Printer.

 

[21] Edward, A. & Warin, J. (1999). Parental involvement in raising the achievement of primary school pupils: Why bother? Oxford Review of Education, 25(3), 325-341.

 

[22] Farrell, M. j., (1957). The Measurement of Productive Efficiency. Journal of the Royal Statistical Society. Series A (General), 253-290.

 

[23] Fraivillig, J. L., Murphy, L. A., & Fuson, K. C. (1999). Advancing children's mathematical thinking in everyday mathematics classrooms. Journal for Research in Mathematics Education, 30(2), 148-171.

 

[24] Goos, M., & Jolly, L. (2004). Building partnerships with families and communities to support children's numeracy learning. In I. Putt, R. Faragher & M. McLean (Eds.), Mathematics education for the third millenium: Towards 2010 (Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia, Townsville, pp. 279-286). Sydney: MERGA.

 

[25] Groves, S., Mousley, J., & Forgasz, H. (2006). Primary Numeracy: A mapping, review and analysis of Australian research in numeracy learning at the primary school level. Canberra, ACT.

 

[26] Haghi, E., Rostamy-Malkhalifeh, M., Behzadi, M. H.  and Shahvarani, A.Performance Evaluation of Schools Math Education from a Cultural, Social and Economic Point of View by DEA Modeling, to appear in Measurement and Control.

 

[27] Haylock, D. (2007). Mathematics explained for primary teachers (3rd ed.). Thousand Oaks, CA: Sage Publications.

 

[28] Marshall, L. & Swan, P. (2010). Parents as participating partners. APMC, 15(3), 25-32.

 

[29] McNamara, O., Hustler, D., Stronach, I., Rodrigo, M., Beresford, E., & Botcherby, S. (2000). Room to manoeuvre: Mobilising the „active partner‟ in home-school relations. British Educational Research Journal, 26(4), 473-489.

 

[30] Merttens, R. & Vass, J. (Eds.) (1993). Partnerships in maths: Parents and schools rhe IMPACT project. London, UK: The Falmer Press.

 

[31] Ministry of Education. (2008). Home-school partnership: Numeracy. Wellington, NZ: Learning Media Limited.

 

[32] Morgan, A. & Tremere, P. (1993). IMPACT: A Humberside perspective. In In R. Merttens & J. Vass (Eds.), Partnerships in maths: Parents and schools the IMPACT project. London, UK: The Falmer Press.

 

[33] Morony, W. (2004). Numeracy: Families working it out together. APMC, 9(4), 21-23.

 

[34] Muir, T. (2009). At home with numeracy: Empowering parents to be active participants in their child‟ snumeracy development. In R. Hunter, B. Bicknell & T. Burgess (Eds.), Crossing divides (Proceedingsof the 32nd annual conference of the Mathematics Education Research Group of Australasia, pp. 395-402). Wellington, NZ: MERGA.

 

[35] Muir, T. (2011). Join the club: Engaging parents in mathematics education. In J. Clark, B. Kissane, J. Mousley,T. Spencer, & S. Thornton (Eds.), Mathematics: Traditions and [new] practices (Proceedings of the 2011 AAMT-MERGA Conference, pp. 531-539). Alice Springs, NT: MERGA National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

 

[36] National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards. Retrieved December 8, 2005, from http://my.nctm.org/ standards/previous/CurrEvStds/index.htm

 

[37] Olsen, J., & Barrett, J. (2004). Coaching teachers to implement mathematics reform. Mathematics Teacher Education & Development, 6, 73-91.

 

[38] Onslow, B. (1992). Improving the attitude of students and parents through family involvement in mathematics. Mathematics Education Research Journal, 4(3), 24-31.

 

[39] Peressini, D. D. (1998). The portrayal of parents in the school mathematics reform literature: Locating the context for parental involvement. Journal for research in mathematics education, 29(5), 555-583.

 

[40] Pritchard, R. (2004). Investigating parental attitudes and beliefs in mathematics education. In I. Putt, R. Faragher & M. McLean (Eds.), Mathematics education for the third millenium: Towards 2010 (Proceedingsof the 27th annual conference of the Mathematics Education Research Group of Australasia, Townsville, pp. 478-485). Sydney: MERGA.

 

[41] Quintos, B., Bratton, J., & Civil, M. (2005, February). Engaging with Parents on a Critical Dialogue About Mathematics Education. Paper presented at the Fourth Congress of the European Society for Research in Mathematics Education, February 17-21, 2005, Sant

Feliu de Guíxols, Spain

 

[42] Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships andmathematics achievement. The Journal of Educational Research, 98(4), 196-206.

 

[43] Tierney, R. J. & Readence, J. E. (2005). Reading Strategies and Practices (6th ed.). Boston: Pearson, Allyn &Bacon.

 

[44] Tye, C. (1993). IMPACT and the early years classroom. In R. Merttens & J. Vass (Eds.), Partnerships in maths: Parents and schools the IMPACT project. London, UK: The Falmer Press.

 

[45] Van de Walle, J. (1999). Reform mathematics vs. the basics: Understanding the conflict and dealing with it.Retrieved March 14, 2008, from http://mathematicallysane.com/analysis/reformvbasics.asp

 

[46] Van de Walle, J. (2004). Elementary and middle school mathematics (5th ed.). Boston, MA: Pearson EducationInc.