Date of Award
Winter 3-22-2025
Document Type
Dissertation
Degree Name
Ph.D. in Curriculum and Instruction
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Douglas H. Clements
Second Advisor
Shannon Stark Guss
Third Advisor
Brette Garner
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Home math environment, Mathematics learning, Early childhood education, Parental belief
Abstract
This study examines the dynamics of parental beliefs and their influence on intentions to engage in the home math environment (HME) for early childhood mathematics learning, using the Theory of Planned Behavior (TPB) as a framework. Specifically, it explores how behavioral, normative, and control beliefs, along with background factors, shape parents' intentions to support children in formal and informal math practices at home. Employing a quantitative approach, the research utilizes a self-designed questionnaire to evaluate the TPB model's applicability and identify key predictors of parental intentions.
The findings reveal that parents' attitudes, perceived social norms, and perceived behavioral control significantly predict their intentions to engage in HME. Background factors also emerge as influential, emphasizing the importance of equity-focused, asset-based strategies to enhance engagement. The study highlights the distinct roles of various beliefs in shaping intentions for formal versus informal HME, underscoring the need to address unique drivers and barriers in each context.
This research offers actionable recommendations to empower parents, strengthen parent-school partnerships, and leverage community resources to promote engagement in early math education. By addressing systemic barriers and emphasizing families' cultural and contextual strengths, the study contributes to inclusive educational interventions aimed at transforming parental beliefs to foster equitable HME.
Copyright Date
3-2025
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Zhengqing Li
Provenance
Received from author
File Format
application/pdf
Language
English (eng)
Extent
221 pgs
File Size
2.4 MB
Recommended Citation
Li, Zhengqing, "Understanding Parental Beliefs and Home Environment in Early Childhood Mathematics: A Perspective from the Theory of Planned Behavior" (2025). Electronic Theses and Dissertations. 2527.
https://digitalcommons.du.edu/etd/2527