'I don't let him try on his own': Parental involvement in children's mathematics learning with and without learning difficulties

Parental involvement in their children's mathematics homework is widely recognized as a crucial factor shaping both achievement and learning experiences. This qualitative study explores how parents support mathematics learning at home, focusing on families with children with and without learning difficulties in the early years of primary school in Greece. The study defines learning difficulties as persistent challenges in learning and achievement, with or without formal diagnosis, as reported by teachers and parents. Data were collected through semi-structured interviews and field observations to ensure triangulation of parental perceptions and actual practices. The findings show different patterns of parental involvement: parents of children with learning difficulties often took on directive, intensive scaffolding and close supervision, while parents of typically developing children demonstrated a more autonomy-supportive, balanced involvement, fostering independent problem-solving. The study underscores the importance of family-school collaboration, highlights the need for culturally responsive parental guidance, and calls for future research on broader family constellations and post-pandemic dynamics in parental involvement.