The impact of parent involvement with their children's educational outcomes can have a profound effect on learning, achievement, motivation, engagement, values, and goals. This literature review is the first to focus on parental involvement and educational outcomes in the subject of mathematics. Search engines identified 1397 articles from 2010 to 2019. In the wake of the inclusion and exclusion process, 169 articles (n-group) related to children aged from 6 to 16 years were selected for review. As a result, an extensive range of indicators associated with parent involvement was identified and linked to 37 different outcomes for children studying mathematics. Framed by a structured coding analysis, the parent involvement indicators were classified into 12 new categories and discussed in the context of established theories. Finally, the outcome indicators were coded in the following categories: Learning, Belief, Motivation, Emotion, and Behaviour. The analysis uncovered 403 indicator connections linking children's mathematic outcomes to parental involvement. A predominance of the research focused on parents' different beliefs, motivations, communication, and support. Many of the parent involvement indicators were related to the children's mathematical achievement, performance, and skills. An effects matrix revealed that a majority of indicators showed positive effects. Nevertheless, a positive generalisation about parental involvement has the potential to erroneously hide negative aspects. Further research is needed to ensure consistency and unambiguous operationalisation of parental involvement, while also covering blind spots in the research field documented in the review. Finally, this review contributes to a further discussion outside the mathematics context with respect to the parent involvement concept and the need for increased research quality and scientific rigour.

父母参与对孩子教育成果的影响会对学习、成就、动机、参与、价值观和目标产生深远的影响。这篇文献综述是第一个关注父母参与和数学学科教育成果的文献。搜索引擎从 2010 年到 2019 年确定了 1397 篇文章。在纳入和排除过程之后，选择了 169 篇与 6 到 16 岁儿童相关的文章（n 组）进行审查。结果，确定了一系列与家长参与相关的指标，并与儿童学习数学的 37 种不同结果相关联。在结构化编码分析的框架下，家长参与指标被分为 12 个新类别，并在既定理论的背景下进行讨论。最后，结果指标分为以下几类：学习、信念、动机、情绪和行为。该分析揭示了将儿童的数学成绩与父母参与联系起来的 403 个指标联系。研究的主要内容集中在父母的不同信仰、动机、沟通和支持上。许多家长参与指标与孩子的数学成绩、表现和技能有关。效果矩阵显示，大多数指标显示出积极影响。然而，对父母参与的积极概括有可能错误地隐藏消极方面。需要进一步研究以确保父母参与的一致性和明确的操作化，同时还涵盖了审查中记录的研究领域的盲点。最后，这篇综述有助于在数学背景之外进一步讨论家长参与概念以及提高研究质量和科学严谨性的必要性。