PARENTS, POWER, AND THE REFORM OF MATHEMATICS EDUCATION - AN EXPLORATORY ANALYSIS OF 3 URBAN HIGH-SCHOOLS

Recent education reform recommendations call for increased parental in volvement and the promotion of partnerships between schools and commun ities. However many of the reports and documents containing these reco mmendations speak to parents and educators in vague terms that do not identify a clear role for parents to play in their children's educatio n. Moreover much of the research regarding parent involvement is defic ient in breadth and devoid of content; this is especially true regardi ng parental involvement in secondary mathematics education. This artic le explores the role of parents in three urban high schools engaged in the reform of mathematics education. In particular; mathematics teach ers' perceptions of parents and parents' perceptions of their children 's mathematics education are examined. While paying attention to issue s of power; it is argued that at all three of these high schools, pare nts are involved in the reform of mathematics education in a limited a nd passive fashion.