The Role of Parents in Developing Mathematical Skills of Their Children in Grade 1

Abstract

Parental involvement in children's education from an early age substantially impacts their academic success, which continues into later years. However, many parents face difficulties supporting their children’s mathematics learning due to limited mathematical knowledge, low confidence, and a lack of resources. This study explored the role of parents in developing the mathematical skills of their Grade 1 children. The study aimed to identify parents' challenges in helping their children with mathematics, examine how parental involvement influenced children's mathematical performance, and explore strategies parents used to support their children. This study was based on Bronfenbrenner’s Ecological Systems Theory (1979), which explains that child development occurs within multiple interconnected systems that influence growth. A qualitative research design focused on parents of Grade 1 children in Mvudi Circuit, Vhembe East District. The sample consisted of sixteen parents selected through purposive sampling. Data were collected using semi-structured interviews and analysed using a thematic approach. The study found that parents who actively participated in their children's mathematics learning by offering guidance, using household materials, and creating a positive learning environment contributed significantly to their children’s mathematical progress. It also found that many parents lacked confidence in their mathematical abilities, making it difficult for them to help their children effectively. The unavailability of suitable learning materials worsened this issue. Based on these findings, the study recommends that schools provide workshops and training to help parents develop basic mathematical skills and learn effective strategies for supporting their children. It also suggests that policymakers and educators create and distribute accessible learning resources for parents at home. This study focused only on Grade 1 parents in Mvudi Circuit, Vhembe East District, so its findings may not apply to other areas or grade levels. To ensure trustworthiness, the study used triangulation, member checking, and a clear record of the research process. Ethical considerations included obtaining informed consent, maintaining confidentiality, and protecting participants’ identities. The study highlights the vital role of parents in early mathematical development and emphasizes the need for targeted support to help them overcome challenges in assisting their children.