Investigation of the effect of parent participation on mathematical literacy education process

The aim of the study is to examine the effect of parent participation in the mathematical literacy education process on the students' mathematical literacy education process. The study was conducted with 34 seventh grade students studying at a public school in Kocaeli. Mixed design, in which qualitative and quantitative methods are used together, was used in the study. In the quantitative dimension of the study, the experimental model with pretest-posttest control group was used. Qualitative data were obtained from letters written by parents. In this context, firstly, the Mathematical Literacy Pre-Test was administered to the students. An eight-week training program has been prepared in order to increase students' mathematical literacy achievements. Within the scope of the program, mathematical literacy questions were solved and mathematical literacy homework questions were given to the students in the lesson every week. The students in the experimental group of the study were asked to do their homework with their families for eight weeks. On the other hand, the control group, who was given mathematics literacy education at school, did their homework themselves. Homework is scored on a weekly basis. At the end of the eight weeks, the Mathematical Literacy Post-Test was administered to the students. In addition, the parents participating in the study were asked to write a letter about the mathematical literacy education process at the end of the process.The theoretical framework of the research is Realistic Mathematics Education and Social Constructivism Theory. In this context, it was important to choose the questions used in the education process from daily life, to provide a working environment in which students feel comfortable and to interact with their families. While examining the effect of parent participation on mathematical literacy achievement, the pre-test and post-test scores of the students in the experimental and control groups were compared. At the same time, the scores of the students from their homework were analyzed with appropriate analysis methods and used in the evaluation of participation in the course activities. The letters written by the parents were also analyzed with the content analysis method, and the views of the parents on mathematical literacy education were determined. When the findings were examined, it was concluded that parent participation in the mathematical literacy education process increased the success of mathematical literacy. Parent participation also positively affected students' participation in course activities. When the letters written by the parents were analyzed, it was concluded that the parents expressed positive views on mathematical literacy questions and mathematics literacy education.