Examining the expectations of 7th grade students' parents from mathematics education in terms of anxiety, attitude and academic resilience

Although there are many theories explaining the characteristics of students, there is also a need for research on parents who have a great role in their education. Therefore, it can be said that it is important to reveal the expectations of student's parents about mathematics education. With the emergence of these expectations, perhaps more extensive information can be abtained about various factors such as students thinking processes, readiness, learning approaches, metacognitive awareness, mathematics anxiety and attitudes, academic resilience. In this study, it was tried to reveal the relationship between the expectations of the parents of secondary school students from mathematics education and the student's anxiety and attitudes towards mathematics. In this study, it was tried to reveal the relationship between the expectations of the parents of secondary school students from mathematics education and the student's anxiety and attitudes towards mathematics. The research, which the relational screening method was used, was conducted with a total of 917 students and their parents, 721 of them were mothers, 187 of them were fathers and 12 of them were other types of parents. There were 4 scales used which are Mathematics Education Data Expectation Scale, developed by Aytekin, Baltaci, Altunkaya and Kiymaz (2016) as data collection means in the research, "Mathematical Anxiety Scale" developed by Bindak (2005), "Mathematical Attitude Scale developed by Onal (2013), developed by Ricketts, Engelhard and Chang (2015) and this scale was adapted to Turkish culture by Pekdemir, Yazici, Altun and Tosun (2019) "Mathematical Resilience Scale". Collected data were analyzed with SPSS. At the end of the study, it was determined that there was a positive significant relationship between students math anxiety and the conceptual understanding of data and the expectation of active participation, while as a negative statistically insignificant relationship was found between the parents teacher centered and rule oriented education expectations. The relationship between interest and anxiety sub-dimensions, which are sub-dimensions of mathematical attitude and parent's conceptual understanding and active participation expectation is positive and statistically significant. While a positive significant relationship was detected between parent's expectations of gaining positive attitudes and behaviours and their interest in mathematics lesson that is one of the sub-dimensions of attitude towars mathematics, it was concluded that the relationship between anxiety, study attitude and necessity attitudes towards the mathematic lesson was not statistically significant. A positive and significant relationship was found between academic resilience, another factor and parent's conceptual understanding and active participation expectation. It was concluded that the relationship between parents expectation of teacher centered and rule based education and academic resilience was not statistically significant.