Examination of parent expectations from mathematics education in terms of mathematics learning approach and metacognitive awareness

This research was conducted for the purpose of finding out an answer for the How parents' expectations have an impact on children's mathematical learning approaches and superior cognitive awareness?" The method of research is the method of relational scanning. If we look at the gender distribution of the students participating in the study by class level, there are 401 boys and 418 girls of the 5th grade, 314 boys and 447 girls of the 6th grade, 420 boys and 502 girls of the 7th grade and 401 boys and 459 girls of the 8th grade. A total of 3,95 middle school students participated in the study, including 1536 boys and 1826 girls. When we look at the class level of the student parents participating in the study, the parents of 605 of the 5th grade students, the parents of 189 of them and 25 of them, the parents of 574 of the 6th grade students, the father of 177 of them and the guardian of 10 of them, the other parents of 6700 students and the other 30 of the S2 species, the 7 of the S2 species the parent of one of them appears to be the mother, the father of 182 of them and the parent of 32 of them is the other type of parent a total of 3362 middle school parents participated in the study, including 2525 mothers, 740 fathers, and 97 other types of parents. The research data were collected using 3 scales, which were scheduled to be used in research with the participation of the parents of the fifth, sixth, seventh, and eighth grades studying in the 2020-2021 district. The SPSS 22 package program was used to analyse the data. The research found that between the conceptual understanding and the expectation of active participation of parents and the expectation of students to learn in depth (r=-090) and the expectation of parents to gain positive attitudes and behaviours to learn in depth (r=-031) are the negative positive correlation of teachers to learn in depth (r=-031). There is a correlation between parents' conceptual understanding and expectation of active participation and students' superior cognitive awareness and the expectation of parents to gain positive attitude and behaviour and the positive superior cognitive awareness of students. On the other hand, there is a negative correlation between parents' teacher-centred and rule-centred education expectations and students' informational superior awareness scores (r=-.005).