A Systematic Literature Review on Affective Factors of Parents and Children in Mathematics Home-Based Tasks

Abstract

The aim of this article is to describe the affective factors involved in the interaction between parents and children during the performance of mathematics home-based tasks reported in the available literature. A documentary type of research was conducted, with a qualitative approach and a descriptive level of depth. The information search was carried out in databases such as Google Scholar, Scopus, ERIC, and Taylor & Francis Group considering the period 2014- 2023. From the total results obtained (228), the 15 most relevant articles that met the previously defined inclusion and exclusion criteria were selected and analyzed. The results of the analysis reveal that parental involvement in mathematics homebased tasks triggers affective responses, attitudes, emotions, expectations, perceptions and opinions of parents and children. It is concluded that the impact of such affective factors is critical at in-home interactions, students' development, and their mathematical performance. It would be advisable for teachers to include parents as co-responsible for the emotional development of their children in math homework, through affective coaching. Also, develop workshops with the participation of parents to make them aware of their crucial role in improving attitudes towards mathematics, and the emotions that children experience when solving mathematical tasks at home.