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Parental involvement in their children’s education and for that matter mathematics education has become one of the main areas of research interest. The purpose of this study is to explore the attitudes of Ghanaian parent-students towards their children’s education and the factor that influence their participation. An exploratory survey approach was used in this study, and a 38 item semi-structured questionnaire was used for collecting data. A total of 130 parent-students from enrolled in diploma and degree programmes in three universities took part in the study. Similar to the findings from other similar studies, the majority of these parents acknowledged the importance of parental involvement and indicated their willingness to be involved in their children's education. It was, however, interesting to note that majority of these parents have never seen or had access to the two main mathematics resources used in their children’s schools: the mathematics syllabus and the mathematics textbook. In addition, the majority of these parents see the teacher as the custodian of knowledge and seem to rely over on them for the success of their children. It is recommended that school and teachers have to be proactive in designing Maths Clubs and other activities to get parents actively involved. Keywords: Parents; mathematics education; perception; school climate; involvement

Working together to improve the quality of mathematics education and students achievements: exploring the views of Ghanaian parents