An investigation of parental involvement in overcoming mathematics learning difficulties in terms of social problem-solving skills: A case study

This thesis study aims to examine parental involvement in terms of social problem-solving skills, focusing on a mother who played a role in the development and removal of the diagnosis of her child with a learning disability in mathematics. As a qualitative case study, this study was conducted with the parent of one child who had received a medical/educational diagnosis, had mathematics learning difficulties, and had these difficulties removed with parental support through the Special Needs Report for Children (ÇÖZGER). The primary data for the research were obtained from a semi-structured interview with the parent. Quantitative data measuring the parent's social problem-solving skill level were collected using the Social Problem Solving Inventory (SPSI). Triangulation was performed to ensure the credibility of the data obtained from parents and the conclusions reached from this data. In this regard, the child's ÇÖZGER reports, report-card grades, and responses to the Mathematics Anxiety Scale were included in the study as an additional data source. The data obtained were analysed using descriptive and content analysis methods. Qualitative data revealed that the parent had a positive problem- solving orientation, tried various methods and strategies to help their child overcome this difficulty, and played an active role throughout the process by taking the lead and initiative. Quantitative data, on the other hand, showed that the parent's social problem-solving skills were generally at a medium-high level across all sub-dimensions. The child data shows that her learning difficulty diagnosis had been removed, her exam marks in mathematics were at a good-very good level, and her anxiety about mathematics was quite low. The findings overall indicate that parental involvement is necessary in the stages of diagnosis, developing solutions, intervention, and evaluation in the process of coping with math learning difficulties. Furthermore, it can be stated that parents possessing advanced social problem-solving skills plays a crucial role in the success of this process. In conclusion, this case study thoroughly examines the critical role of parental involvement in the removal of the diagnosis of math learning difficulties (MLD), emphasizes the importance of parents' social problem-solving skills as a variable that increases the effectiveness of this role, and indicates that this study should be conducted with a large-scale sample. Keywords: Mathematics learning difficulties, dyscalculia, parental involvement, social problem solving skills