Combined influence of parental support and teaching strategies on primary mathematics outcomes

Hamad Abdullatif Al-Hulaibi

doi:10.29333/ejmste/19175

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Hamad Abdullatif Al-Hulaibi ¹ ^*

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¹ Department of Curriculum and Instruction, College of Education, Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA^* Corresponding Author

Abstract

Parental support and teaching strategies affect primary mathematics outcomes, but the research needs to study their combined effect. The narrative review combines evidence from published studies between 2016 and 2026 to show how parental support and teaching strategies together impact primary mathematics learning. The study identified four main themes. Home-school practices that combine multiple elements show greater results than their single components. The first area receives strong support, which compensates for the second area, while the two areas directly oppose each other. Learning barriers can arise due to a mismatch between home and school practices, leading to poor mathematics outcomes and mathematics anxiety. The research shows that effects depend on four factors, which include past performance, math anxiety, educational level, and economic background. The review concludes that parental support and teaching strategies function as partners, not competitors. The research needs factorial designs, validated alignment measures, and cross-cultural replication for its progress.

Keywords

parental support
teaching strategies
mathematics achievement
primary education
socioeconomic status
family-school partnership

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2906

https://doi.org/10.29333/ejmste/19175

Publication date: 19 Aug 2026

Article Views: 12

Article Downloads: 7

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How to cite this article

APA

Al-Hulaibi, H. A. (2026). Combined influence of parental support and teaching strategies on primary mathematics outcomes. Eurasia Journal of Mathematics, Science and Technology Education, 22(9), em2906. https://doi.org/10.29333/ejmste/19175

Vancouver

Al-Hulaibi HA. Combined influence of parental support and teaching strategies on primary mathematics outcomes. EURASIA J Math Sci Tech Ed. 2026;22(9):em2906. https://doi.org/10.29333/ejmste/19175

AMA

Al-Hulaibi HA. Combined influence of parental support and teaching strategies on primary mathematics outcomes. EURASIA J Math Sci Tech Ed. 2026;22(9), em2906. https://doi.org/10.29333/ejmste/19175

Chicago

Al-Hulaibi, Hamad Abdullatif. "Combined influence of parental support and teaching strategies on primary mathematics outcomes". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 9 (2026): em2906. https://doi.org/10.29333/ejmste/19175

Harvard

Al-Hulaibi, H. A. (2026). Combined influence of parental support and teaching strategies on primary mathematics outcomes. Eurasia Journal of Mathematics, Science and Technology Education, 22(9), em2906. https://doi.org/10.29333/ejmste/19175

MLA

Al-Hulaibi, Hamad Abdullatif "Combined influence of parental support and teaching strategies on primary mathematics outcomes". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 9, 2026, em2906. https://doi.org/10.29333/ejmste/19175