Developing Usable, Accessible, and Culturally Relevant Learning Materials to Support Parent-Child Interactions in Mathematics

Autor/inn/en	Shivraj, Pooja; Geller, Leanne Ketterlin; Basaraba, Deni; Geller, Josh; Hatfield, Cassandra; Näslund-Hadley, Emma
Titel	Developing Usable, Accessible, and Culturally Relevant Learning Materials to Support Parent-Child Interactions in Mathematics
Quelle	In: Global Education Review, 5 (2018) 3, S.82-105 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Instructional Materials; Material Development; Culturally Relevant Education; Parent Child Relationship; Parent Participation; Parents as Teachers; Interaction; Mathematics Instruction; Foreign Countries; Numeracy; Number Concepts; Evidence Based Practice; Home Study; Mathematics Skills; Problem Solving; Visualization; Educational Games; Integrated Activities; Reading Skills; Access to Education; Usability; Intervention; Program Evaluation; Feasibility Studies; Jamaica + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Interaktion; Mathematics lessons; Mathematikunterricht; Ausland; Rechenkompetenz; Number concept; Zahlbegriff; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Visualisation; Visualisierung; Educational game; Lernspiel; Integrierender Unterricht; Reading skill; Lesefertigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Programme evaluation; Programmevaluation
Abstract	Research indicates that parental involvement in children's education is positively related to academic achievement in mathematics; however, there are few studies on the role of parental involvement in the context of developing countries. The purpose of this paper is to document the iterative development using design-based research (DBR) of a home-based intervention intended to support parents' involvement with their children in mathematics within the Jamaican cultural context. Key components of the homebased intervention included (a) six sets of mathematics-learning materials, each covering foundational early mathematics concepts, and (b) educator-led workshops to support parents' understanding of the mathematics concepts. Four phases of the DBR process were implemented to create a usable and accessible intervention that was culturally relevant. These phases included (a) developing prototype materials using evidence-based practices and considering local contexts; (b) validating the prototype materials with focus groups comprised of multiple stakeholders; (c) evaluating the cultural relevance of the materials through external review; and (d) examining the feasibility of one set of mathematics learning materials through a small-scale study. Though not reported as part of this paper, we hypothesize that parents' involvement with their children will increase with the implementation of the intervention. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01