Monmouth University faculty Lilly Steiner, Ed.D., Kerry Carley-Rizzuto, Ed.D., and Vecihi Serbay Zambak, Ph.D., have co-authored a study exploring how literacy strategies can enhance parental involvement in children's mathematics learning. The research, published in the peer-reviewed Journal of Interdisciplinary Studies in Education, presents a school-based intervention aimed at improving elementary students' math performance through parent engagement.

The study, "Promoting Children's Achievement in Mathematics Using Literacy Strategies: A School-Based Intervention to Increase Parental Involvement in Children's Mathematical Learning," details a five-week program where parents learned to apply literacy techniques-such as vocabulary development and comprehension strategies-to assist their fourth-grade children with math homework.

Data collected from parent interviews and recorded parent-child sessions showed that participants gained a stronger understanding of current math instruction and began to reconceive their role in supporting their children's education. Parents reported increased comfort in using strategies like visualization and identifying key information in word problems, leading to more meaningful engagement with their children's homework.

The researchers suggest that integrating literacy strategies into math support can bridge gaps between home and school, especially for families navigating language barriers or differing educational backgrounds. They advocate for broader implementation of such programs to foster collaborative learning environments.

"Engaging in such research allows us as faculty to connect with our community and partnership schools in meaningful ways, while helping educators create strong home-school partnerships," explained Steiner.

About the Authors

Lilly Steiner, Ed.D., is an associate professor in the School of Education at Monmouth University. Her research focuses on family literacy and building strong home-school partnerships.

Kerry Carley-Rizzuto, Ed.D., is an associate professor in the School of Education at Monmouth University. Her research explores social justice dispositions in pre-service teachers and the development of culturally responsive pedagogy.

Vecihi Serbay Zambak, Ph.D., is an associate professor in the School of Education at Monmouth University. His work examines mathematics teacher education, STEM instruction and interdisciplinary teaching methods.