Children were asked to work on open-ended problem-solving activities designed to connect with everyday use of mathematics. Participants were a class of nine- and ten-year-old children (n = 27), their two class teachers and a self-selecting sample of parents. Design and methods: The pilot took place between April and July 2015 in a primary school in the Northwest of England. If so, the child was then more likely to commit to learning, recognise the usefulness of mathematics as a life skill, and the value of sharing ideas and accepting feedback. The pilot investigated whether situating homework tasks in everyday mathematical contexts enhanced parent-child interaction. ![]() ![]() Purpose: Homework is often seen as a common sense practice which is conducive to the development of the attributes of an effective learner. It used problem-solving mathematics homework in order to raise the children's self-efficacy, or, put another way, the child's belief that success lies in their own hands. Background: This paper is a qualitative evaluation of a small-scale pilot study that attempted to generate parental involvement in children's learning.
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