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Perspectives on Mathematics: Insights from Primary School Students, Parents, and Teachers
Abstract
This study investigates the perceptions of primary school students, their parents, and primary school teachers regarding the concept of mathematics. The research was motivated by the need to understand how different stakeholders in primary education cognitively and effectively relate to mathematics, which significantly influences students’ long-term attitudes and success in the subject. The objective was to explore how mathematics is defined and emotionally experienced across these groups. Using a qualitative research design, data were collected through semi-structured interviews with a working group composed of primary school students, parents, and teachers. The data were analyzed thematically. Findings revealed that while most primary school students expressed a liking for mathematics, this percentage was slightly lower among parents. Teachers showed the highest rate of positive attitudes toward mathematics, with nearly all reporting a strong enjoyment of teaching it. Regarding conceptualizations of mathematics, most responses aligned with the Cognitive Domain, particularly within the sub-themes “Numbers and Operations” and “Mathematics is part of daily life.” In contrast, negative affective responses were more prevalent among students and parents, while teachers predominantly expressed positive emotions. The study concludes that fostering a connection between mathematics and real-life contexts is essential. Both teachers and parents should play an active role in nurturing positive mathematical experiences in children to support the development of mathematically competent individuals.
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DOI: https://doi.org/10.53400/mimbar-sd.v12i2.86441
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