Literaturnachweis - Detailanzeige
| Autor/in | Stiles, Terri F. |
|---|---|
| Titel | A Study of Parent-Child Numeracy Interaction in Families of English Language Learners |
| Quelle | (2010), (184 Seiten)
PDF als Volltext Ph.D. Dissertation, Capella University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1241-0501-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Video Technology; Elementary School Students; Speech Communication; Second Language Learning; Parents; Researchers; Play; Numeracy; Home Visits; Mathematical Concepts; English (Second Language); Case Studies; Evaluation Methods; Observation; Interaction; Family Life |
| Abstract | Current research has focused on early numeracy in the preschool setting, but few studies have addressed the relationship between elementary school children's understanding of mathematical concepts and parent-child interactions during math play or work. As a result, the researcher sought to understand the extent to which math concepts were discussed between parents and their children ages 5 to 7 during math interactions in 5 families of English language learners. The researcher employed a case study methodology that included visiting the participating families; observing their behaviors while they were engaged in math activities with their children; and obtaining parent-authored journals that described the participants' daily, weekly, and monthly math activities. This qualitative study linked studies of early numeracy acquisition to the observation of parent-child communication during mathematics interactions in the families of students receiving English as a second language services in their school. The results indicated that counting was the strategy chosen the most often during play with blocks or cards and when completing a math worksheet. The patterns of communication observed during the home visits indicated that most of the families engaged in parent-initiated conversations. The parents in Families 1, 2, and 4 initiated conversations 95% of the time. The parents in Family 5 initiated conversations 80% of the time. The parents in Family 3 initiated conversations 70% of the time. All of the families reported spending time on mathematical activities with their children, including math-related video or computer games, followed by Legos, puzzles, and cooking activities. In the course of an average week, Family 1 spent an average of 10.5 hours, Family 2 spent 15 hours, Family 3 spent 21.25 hours, Family 4 spent 7.75 hours, and Family 5 spent 15.25 hours in these activities. The overarching finding was that the families who spent a significant amount of time doing math-related activities with their children had children who were more confident in approaching math problems. Future research might include a longitudinal study involving family math communication as well an exploration of effective strategies that families and schools can employ to communicate with children about math. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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