The Families in FAMILY MATH: A Research Study

这项研究的目的是研究与孩子数学兴趣和熟练程度相关的家庭过程，并通过一个旨在帮助父母成为孩子数学学习中更有效的合作伙伴的计划，评估这些过程发生了多大程度的变化。该项目将重点关注全国各地家庭数学项目中的家庭，特别是：旧金山湾区的低收入、市中心少数族裔和多数族裔家庭；拉美裔(通过亚利桑那州的维尔德尔索尔)；美国印第安人(通过俄勒冈州印第安人教育协会)；以及城市黑人(通过印第安纳州印第安纳波利斯的城市联盟)。这项研究将包括200多个家庭。这项研究提出的研究问题是：家庭数学如何影响父母作为孩子学习伙伴的信心和能力？参加这个项目会给家庭带来怎样的改变；数学相关的活动？家长是否增加了对孩子正规数学学习的参与度？参加该项目在多大程度上影响了孩子们的学校数学学习？这项研究对未来影响学生数学成绩的因素的研究具有启示意义，因为它将帮助我们理解家庭是如何在我们努力提高学生的数学兴趣和能力的过程中发挥重要作用的。结果将帮助我们了解特殊少数群体的家庭过程是如何不同的，当我们与这些特殊群体合作时，我们可以现实地预期到什么变化模式的差异，以及如何修改计划以使其在孩子们对数学教育的“更好机会”的需求特别大的社区中变得更有效。

The purpose of this research is to study the home processes related to children's interest and proficiency in mathematics, and to assess the extent to which these processes are changed through a program designed to help parents become more effective partners in their children's mathematics learning. The project will focus on families in FAMILY MATH programs across the country, specifically: low-income, inner-city minority and majority families in the San Francisco Bay Area; Hispanics (through Valle del Sol in Arizona); American Indians (through the Oregon Indian Education Association); and urban blacks (through the Urban League in Indianapolis, Indiana). Over 200 families will be included in the study. Research questions posed for this study are: How does FAMILY MATH influence the parents' confidence, and competence as partners in their children's learning? How does participation in the program change the families; math-related activities? Do parents increase their involvement in their children's formal mathematics learning? To what degree does participation in the program affect children's school mathematics learning? The study has implications for future research on the factors influencing student achievement in mathematics, as it will help us understand how families can be an important resource in our efforts to improve student interest and competence in mathematics. Results will help us understand how home processes are different in special minority groups, what differences in patterns of change we might realistically expect when working with these special groups, and how programs might be modified to become more effective in communities where the children's needs for a "better chance" in mathematics education are particularly great.