Examination of parent-child-teacher interactions in the context of parent participation in mathematics education

The aim of this study is to examine the nature of communication about mathematics between parent-child, child-teacher and parent-teacher. Qualitative data collection and analysis methods were used in the study, which was designed as a phenomenology. Data were collected through semi-structured interviews. The analysis of the data was made with the content analysis method. The participants in the study were determined by purposive sampling method, and 10 children, 10 parents and 9 mathematics teachers studying at secondary school were included in the study. In the study, it was concluded that parents were able to take on at least two or more parental roles at different levels for the mathematics lesson. According to this result, it was determined that the parents were in 4 different profiles as profile 1, profile 2, profile 3 and profile 4. It has been concluded that the content and depth of the communication between the parent-child and the parent-teacher for the mathematics lesson are directly affected according to the various roles that the parents undertake. Pandemic process; It has been determined as a factor that directly affects the communication between parent-child-teacher regarding mathematics, as well as causing the differentiation of the roles that parents take on the mathematics lesson and the change in the level of taking on the roles. It has been concluded that the communication between children and teachers regarding mathematics is not shaped according to the roles of parents.