The purpose of this research is to study the home processes related to children's interest and proficiency in mathematics, and to assess the extent to which these processes are changed through a program designed to help parents become more effective partners in their children's mathematics learning. The project will focus on families in FAMILY MATH programs across the country, specifically: low-income, inner-city minority and majority families in the San Francisco Bay Area; Hispanics (through Valle del Sol in Arizona); American Indians (through the Oregon Indian Education Association); and urban blacks (through the Urban League in Indianapolis, Indiana). Over 200 families will be included in the study. Research questions posed for this study are: How does FAMILY MATH influence the parents' confidence, and competence as partners in their children's learning? How does participation in the program change the families; math-related activities? Do parents increase their involvement in their children's formal mathematics learning? To what degree does participation in the program affect children's school mathematics learning? The study has implications for future research on the factors influencing student achievement in mathematics, as it will help us understand how families can be an important resource in our efforts to improve student interest and competence in mathematics. Results will help us understand how home processes are different in special minority groups, what differences in patterns of change we might realistically expect when working with these special groups, and how programs might be modified to become more effective in communities where the children's needs for a "better chance" in mathematics education are particularly great.
