Finding "Mathematics": Parents Questioning School-Centered Approaches to Involvement in Children's Mathematics Learning

Autor/inn/en	Jay, Tim; Rose, Jo; Simmons, Ben
Titel	Finding "Mathematics": Parents Questioning School-Centered Approaches to Involvement in Children's Mathematics Learning
Quelle	In: School Community Journal, 27 (2017) 1, S.201-230 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Mathematics Instruction; Parent Participation; Foreign Countries; Workshops; Elementary Schools; Family Involvement; Family Environment; Parents as Teachers; Interpersonal Relationship; Group Discussion; Program Effectiveness; Informal Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elternmitwirkung; Ausland; Lernwerkstatt; Schulung; Elementary school; Grundschule; Volksschule; Familienmilieu; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppendiskussion; Informelle Bildung; Nichtformale Bildung
Abstract	This paper reports on a study of parental involvement in children's mathematics learning in the context of a series of workshops carried out in four primary schools in the United Kingdom. Previous research suggests that, while there are high correlations between parental involvement and positive student outcomes, it can be difficult to raise student achievement via parental involvement interventions. We suggest that part of the reason for this, at least in relation to mathematics, is that parents experience considerable difficulties in negotiating school-centered definitions of and approaches to mathematics. We employed a design and analytic approach informed by Derridean concepts including decentering and différance. We encouraged parents to work with their children to "find the math" in everyday life and activity. A significant component of the discussion in each school involved sustained, critical reflection about the meaning of "mathematics" and about parents' interpretations of parental involvement in children's education. We made sense of parents' discussions during the workshop by offering an account whereby parents grappled with mathematics as a socially constructed domain, dominated by school-centered ideology. As parents became more confident in their own analysis of the mathematics in everyday family life, they developed new strategies for sharing this mathematical thinking and awareness with their children. Implications for school parental engagement strategies are discussed. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01