The impact of interactive factors on Romanian students' understanding of place value

Abstract

Students' mathematics learning is influenced by school factors (i.e., teachers' knowledge of content, pedagogy, students, and curriculum) and nonschool factors (parental involvement, expectations, and teaching techniques). This study looks holistically at the way these factors impact the learning of mathematics of first-grade Romanian students, examining the interactions between teachers, students, and their parents, as well as the interactions between parents and their children. Findings reveal that successful mathematics learning occurs when teachers and parents meet frequently to discuss the mathematics teaching and learning that takes place at school and at home. © The Author(s) 2013.