Love it or hate it: Mothers’ Experience with Mathematics Homework

Abstract Despite efforts to increase gender equity in STEM (science, technology, engineering, and mathematics) fields, the perception of mathematics as a masculine domain persists, creating barriers for girls and women. This study explores how mothers experience mathematics homework with their children, who are in the middle to upper primary years of schooling (ages 8–11). Through surveys and semi-structured interviews, we investigate the ways in which mothers engage with and support their children’s mathematics schooling and homework. The findings reveal that mothers’ own experiences with mathematics and their perceived mathematical abilities significantly influence how they engage with their children’s mathematics homework. Mothers employ various strategies and draw upon diverse resources to support their children’s learning, including digital tools, school-provided initiatives, and personal networks. The findings raise important questions about the equity and sustainability of parental engagement with mathematics homework and the need for schools to consider the diverse experiences and resources of families when designing homework policies and practices.