Within and Beyond School Walls: Socioeconomic Differences and Their Impact on Mathematics Help-Seeking Behaviors

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies Exploring Factors Related to Student Learning and Achievement in Mathematics (Table 2)

Abstract

This study examines elementary students’ help-seeking behaviors in mathematics, focusing on the impact of socioeconomic status (SES) on their choice of helpers. Findings show that students from wealthier backgrounds tend to rely on outside-of-school resources such as parental support and private tutoring, while less affluent students depend more on within-school resources such as teachers and peers. This underscores the need for classroom cultures that encourage constructive help-seeking and highlights SES-related educational inequalities. The study calls for strategies such as parental engagement workshops and comprehensive digital platforms, including online learning and the use of Artificial Intelligence for personalized student support. These initiatives aim to bridge socioeconomic gaps and promote equitable educational opportunities for all students.

Author

• Jieun Lee, Berry College