Browsing by Author "Ojanen, Enni"

The purpose of this thesis is to find out those practices which the teachers can support the home to participate in the student’s mathematics learning and an effect of the home for the learning of the pupil's mathematics as a comprehensive school. In the theory the home-school collaboration is defined based on the basic education act and the curriculum and in addition, the theoretical background of this study is the model of overlapping spheres of influence by Epstein. In the model family, school and community affect the child's growing and development, sometimes together and sometimes separately in action. The bachelor's thesis was conducted as a narrative literature review. The material was collected in the library and databases of the Internet. Studies which processed the home-school collaboration and the participation of the home in connection with the mathematics were chosen as material. There are many ways in which teachers can support home participation in learning mathematics. The best way to get home to participate was conducted conferences with parents to discuss how to help their children improve in math and the day of the open doors of the school and the voluntary mathematics assistant in the classroom. In addition to these, math nights and math-science projects promoted the participation of homes. The participation of homes had mainly positive effects for the learning of the pupil's mathematics. The positive effects for the learning were when the home participated in the making of the homework of the mathematics and arranged activities, connected to the mathematics. Also roles of parents as motivators, monitors and resource provides promoted the learning of the mathematics. According to the studies, there is significance on the quality of the support. If the participation of the home has a controlling and negative tone, it will have harmful effects for the learning of the pupil's mathematics. While the encouraging and encouraging atmosphere has positive effects for the learning of the pupil's mathematics.