Lived Experiences of Parents in Supporting the Mathematics Learning of their Children
Main Article Content
Keywords
learning differences, lived experiences, parental involvement in mathematics education, parental support strategies, phenomenological study
Abstract
Parental involvement is vital in mathematics learning, yet the realities parents face in this role are often overlooked. This study examined the lived experiences of parents supporting their children’s mathematics education in public secondary schools in Naic, Cavite. Using a qualitative descriptive phenomenological design, 12 parents were interviewed, and data were analyzed through Caulfield's six-step thematic framework. Findings point to parents as digital tool users, home strategy providers, adaptive supporters, and visual approach implementers. Their realities included struggles with content complexity, module errors, generational gaps, retention challenges, and limited student motivation. Parents emphasized the importance of consistent practice, responsiveness to learning styles, and strong family support in navigating these demands. The study recommends parent training, accessible resources, and instructional alignment to strengthen collaboration, enhance parental efficacy, and improve mathematics outcomes in Philippine secondary education.
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