Children whose parents have more positive views of their mathematical abilities tend to have better arithmetic skills, according to a recent study by Dhaka University’s Department of Psychology.

The study found that the more positively parents viewed their children’s mathematical abilities, the better the children performed in arithmetic, regardless of gender.

Jointly funded by Dhaka University and the University Grants Commission (UGC), the research was conducted by Naima Nigar, Mushrat Alam Shama, Irfat Sharmin Humayra and Nasimul Alam. Part of the research project was recently published in the Dhaka University Journal of Biological Sciences.

The researchers analysed data from 285 students in classes three to five at three schools in Dhaka. Of them, 156 were boys and 129 were girls. Information was also collected from 143 fathers and 142 mothers.

Speaking to The Business Standard, Mushrat Alam Shama, a lecturer at the university’s Department of Psychology and a member of the research team, said schools are generally perceived as intimidating environments where academic pressure, examinations and constant comparison or competition among classmates contribute to maths anxiety. 

“However, this perception is not entirely correct,” she said. 

Parents’ perceptions of their children’s mathematical abilities were the strongest influence on students’ maths anxiety and performance, even more than school or competitive environments, she added. 

According to Shama, when parents believe their children can do well in maths, it helps reduce their fear of the subject and improve their performance. 

“Conversely, negative parental perceptions can increase children’s anxiety about maths,” she said. 

To assess children’s arithmetic skills, the researchers examined how many addition, subtraction and multiplication problems they could solve correctly within a fixed time. 

Parents also completed questionnaires about their children’s mathematical abilities and interest in the subject.

The researchers also examined whether mothers’ and fathers’ perceptions of their children’s mathematical abilities differed depending on whether the child was a boy or a girl.

The study found no statistically significant differences in parents’ perceptions based on their own gender or that of their children.

However, boys scored slightly higher than girls in the arithmetic tests, and the difference was statistically significant. When parental perceptions were taken into account, gender was no longer a statistically significant predictor of children’s arithmetic performance.

The study recommended that parents maintain a positive attitude towards their children’s mathematical abilities. It particularly stressed the need to help parents understand that mathematical ability is not necessarily innate but can improve through practice and effort.

The researchers also suggested that understanding children’s performance in maths requires looking beyond schools to how their families perceive their abilities.

Shama said the parents of children who participated in the study were relatively well educated, while data were collected from only three schools in Dhaka. 

“Therefore, the findings should not be assumed to apply to all children and families across Bangladesh,” she said. 

The study did not assess every aspect of mathematical ability or include teachers’ perceptions of children’s abilities in its analysis, leaving scope for further research, she added.