Fostering Parent-Child Math Talk with the 4Cs

Autor/inn/en	Betts, Anastasia L.; Son, Ji-Won
Titel	Fostering Parent-Child Math Talk with the 4Cs
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 113 (2020) 10, S.791-799 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
DOI	10.5951/MTLT.2019.0161
Schlagwörter	Mathematics Achievement; Parent Child Relationship; Interpersonal Communication; Parent Influence; Interaction; Young Children; Number Concepts; Concept Formation; Mathematics Activities; Mathematics Skills; Computation; Classification + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Interaktion; Frühe Kindheit; Number concept; Zahlbegriff; Concept learning; Begriffsbildung; Mathematics ability; Classification system; Klassifikation; Klassifikationssystem
Abstract	Research shows that frequent, high-quality mathematics talk that is shared between parents and children can increase mathematics achievement. This article describes ways in which teachers can support parents in increasing the frequency and quality of parent-child mathematics interactions, leading to better outcomes for students. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01