When Jane's daughter makes an error by saying "2 + 3 = 6", Jane does not take advantage of that teachable moment to discuss the question or point out the error. While helping her daughter with her homework, she did not use questioning strategies to prompt her for more active learning. Although Jane seems to be patient when she is working with her daughter, the fact that she allows errors to pass by makes it appear as if she is task-focused. She appears to be going through the paces, anxious to finish, so she can sign the homework book that the assignment had been completed.

Later, Jane explains the reason that she does not correct her daughter's math errors. She states that she has great difficulty with math and she is not sure how the teacher taught the subject. Since Jane has such limited math skills, even at this primary level it is already challenging for her. She is afraid that she might do something differently from the teacher and the teacher "would be upset with her [manner of teaching]" if she "mixed up" her daughter.

Andrea also sees a parent's role in helping the child, particularly if the child is having difficulty. As she points out, "There's gotta be a certain responsibility to the parents. You know if they are having difficulty." Andrea continues, "If I didn't [check their homework] they probably wouldn't even get it done. They know me at school. If I don't sign their homework book that means some of their homework is not done."