Family support for mathematical learning in public and private elementary urban public school in México

Abstract

In Mexico children of basic education in national and international assessments have low rates of achievement in mathematics. Private school children get better performance than public. The research analyzed more school, curriculum that parents. With no experimental design and two samples accidental type Likert scale was applied to analyze which variables statistically influence of family support in learning mathematics. Family support variables associated with school performance. The results are useful to develop programs that help strengthen family support strategies to improve the academic performance of their children.