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- W2114146669 abstract "This introductory qualitative study sought to explain American and Chi nese-born mothers’ personal beliefs and experiences with mathematics, views of U.S. mathematics curriculum, and how these factors influenced motivation regarding roles played in their children’s mathematical learning through expectancy–value and attribution theories. The following eight themes were revealed from interview data with 11 mothers: (a) nature of math; (b) knowing math; (c) importance of math; (d) teaching math; (e) teacher competency; (f ) parent competency; (g) parent as resource provider; and (h) parent as monitor/ motivator. The authors argue that similarities and differences between Ameri can and Chinese-born mothers regarding their parental roles can be explained through the context of parental views of the importance of the subject and their involvement, through expectations for successful outcomes as a result of their involvement, and by feelings concerning the ability to control their children’s successes." @default.
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- W2114146669 date "2011-10-01" @default.
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- W2114146669 title "Theoretical factors affecting parental roles in children’s mathematical learning in American and Chinese born mothers" @default.
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