Math Pathways: A Longitudinal, Dyadic Study of Parent-Child Influence in Latino Families
National Science Foundation
Jill Denner (ETR), Brett Laursen (Florida Atlantic University)
In this longitudinal study, we study the role of relationships in children’s development. The focus is on Latino students, who underperform in mathematics; it fills a gap in research on how relationships with parents and teachers shape math achievement and attitudes such as perceived competence and the value attached to learning math. Participants include 300 mother-child-teacher triads who will complete surveys at four time points, starting in 5th grade.
Innovative analytic techniques (longitudinal dyadic analysis) will be used to understand how and why interest in math develops or declines over time, and how parents and teachers respond to these changes. The findings will inform the development and implementation of academic training programs for teachers, as well as parent education programs and student-focused interventions designed to improve math interest and performance during a developmental period when both usually decline: the transition from elementary to middle school.