A Qualitative investigation of home-school relationships and children's mathematics learning in–and out-of-school in Bahrain

Abstract

This study focuses on exploring the perceptions of parents, children, and teachers regarding home-school relationships and mathematics learning in- and out-of-school in Bahrain. It drew on theoretical ideas and research which call for more recognition of the social and cultural resources available in children's homes. It also drew on action research project carried out in a Year 2 classroom in a primary boys school. The data was collected through interviews, focus group, and analysis of photographs taken by children. In addition, novel mathematics learning activities were carried out by the children at home and in school. The results indicated that there were variation between the different groups of parents and between parents and teachers in terms of their perceptions about home-school relationships and mathematics learning in different contexts. Parents with different social and cultural backgrounds had different relationships and types of communication with school. It also showed that children's out-ofschool mathematical practices were not highly recognised by the participant teachers and parents in mathematics learning process.