Through parents' eyes: Middle scholl mathematics education

The last 15-years period in Turkey, in line with developments in the world, there have been significant improvements in middle-school mathematics education. Undoubtedly, one of the most important factors in the success of innovations is parents. Studies examining parents' participation in mathematics learning processes of their children and the factors affecting these situations are important. In this phenomenology research, it is aimed to define and explain the perceptions of 12 Turkish parents, who have children at middle school (12-15 ages), about basic elements (mathematics, mathematics teacher, student and parents) of middle school mathematics education. Appropriate, criterion and maximum diversity sampling methods were used together in the process of determining the participants. The data of the research were collected in the fall semester of the 2019-2020 academic year. During the interview process, two semi-structured interview forms prepared based on the literature, expert opinions and pilot study data were used. The data were analyzed by content analysis method on a qualitative data analysis program. As a result of the research, it was observed that the participant Turkish parents had significant inaccurate perceptions towards the basic elements of mathematics education (mathematics, mathematics teacher, student and parent support). It has been concluded that Turkish parents have low awareness of the roles and responsibilities that mathematics education reform imposes on teachers, students and themselves. This research reveals the necessity of expanding the adaptation.