Parental Roles in the Education of Mathematically Gifted and Talented Children

Abstract

Parent recognition of mathematical giftedness and involvement in their children’s mathematics education is the focus of this case study. Data were collected from the parents of 15 children (aged 10-13 years) identified by their schools in New Zealand as mathematically gifted and talented. Many of the parents identified their child’s propensity for mathematics at an early age. Results also indicated that parents played key roles as motivators, resource providers, monitors, mathematics content advisers, and mathematical learning advisers. On occasion, parents assumed an advocacy role. The partnership between parents and schools was not strong, but it is clear from this study that this partnership could be strengthened.