Reframing Parental Involvement: A Non-Deficit Perspective in Rural South African Mathematics Education

Background/purpose. The main problem addressed in this study is the persistent deficit framing of rural parents in South Africa as uninvolved or incapable of contributing meaningfully to their children's mathematics education. This research was conducted to challenge such assumptions and to explore how rural parents actively participate in mathematics learning despite socio-economic and educational constraints. The primary purpose of the study was to critically examine the nature and experiences of parental involvement in mathematics education in rural schools, highlighting the diverse, contextually grounded ways in which parents support their children and advocating for more inclusive and responsive educational practices.

Materials/methods. The main method used in this research was a qualitative approach, specifically employing semi-structured interviews to gather in-depth insights from rural parents about their involvement in their children's mathematics education. This method allowed participants to freely express their experiences, strategies, and perceptions, enabling the researcher to capture rich, nuanced data that reflects the contextual realities and diverse forms of parental engagement in rural South African schools.

Results. The main findings of the study reveal that rural parents in South Africa are actively and meaningfully involved in their children’s mathematics education through diverse, context-specific practices. Despite limited formal education and systemic barriers, parents support learning by assisting with homework, revising topics independently, engaging with teachers, and mobilising community resources—demonstrating agency, commitment, and a deep understanding of the value of mathematics education.

Conclusion. The implications of this study highlight the urgent need to reconceptualise parental involvement in mathematics education, particularly within rural South African contexts.

Keywords: Academic achievement, learning, parental involvement, rural education, mathematics education

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