Linking Home and School Mathematics: The Home School Knowledge Exchange Project

Winter, JC; Salway, L; Yee, WC; Hughes, RM

doi:10.1080/14794800008520130

Cited by 14 publications

(9 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The activities, and the mathematical thinking and learning described in this section, resonate with many of the activities reported in the literature (Civil & Andrade, 2002;Winter et al, 2004). However, the discussion of parent-centered engagement was more limited than the discussion relating to school-centered activity, and parents were less quick to contribute suggestions and to agree with one another than they had been during discussion of homework, for example.…”

Section: Parent-centered Forms Of Parental Involvementsupporting

confidence: 53%

“…Research on mathematics in the home consistently shows that families often draw on distinctive funds of knowledge that include an array of information, skills, and strategies that can be qualitatively different to, but equally effective as, the mathematical knowledge that children are taught in school (Baker, Street, & Tomlin, 2003;González, Moll, & Amanti, 2005). Some attempts to connect home and school mathematics demonstrate that day-to-day household situations offer a context rich in opportunities for children to learn and apply different forms of mathematics (Winter, Salway, Yee, & Hughes, 2004). Although these studies collectively show that the family and the home environment can be thought of as a promising source of mathematical thinking and activity, it is not clear that parents always recognize the potential of these forms of home activity for children's mathematics learning.…”

Section: Parent-centered Approaches To Parental Involvement In Childrmentioning

confidence: 99%

See 1 more Smart Citation

Why Is Parental Involvement in Children’s Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children’s Learning

2018

View full text Add to dashboard Cite

This article focuses on parents' experiences and practices supporting children's mathematics learning. We employ a conceptual framework that makes a distinction between school-centered and parent-centered approaches to parental involvement in children's learning. We review literature showing that aspects of both school-centered and parent-centered approaches can be problematic, and explore this further in a group interview study. Group interviews were conducted with parents of children in 16 primary schools in a city in the southwest of England. Topics of discussion included parents' level of confidence and perceived ability in mathematics, their experience of doing mathematics with their children out-ofschool, and their interactions with school about mathematics. Findings revealed some specific negative effects of schoolcentered approaches, and suggested that school-centered approaches may in fact restrict parents' understanding of how they can support mathematics learning in the home. However, the analysis also adds useful depth to our understanding of opportunities associated with a parent-centered approach to parental involvement in mathematics learning.

show abstract

Section: Parent-centered Forms Of Parental Involvementsupporting

confidence: 53%

Section: Parent-centered Approaches To Parental Involvement In Childrmentioning

confidence: 99%

Why Is Parental Involvement in Children’s Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children’s Learning

2018

View full text Add to dashboard Cite

show abstract

“…Several studies have explored FoK with students from marginalized communities. Their findings support Moll's et al (1992) claim that there are important differences between students' out-of-school and in-school experiences in mathematics learning specifically (Baker et al, 2003;Brenner, 1998;Winter et al, 2004). In examining the home numeracy practices of primary students in the UK, Baker et al (2003) found that such activities were more focused on domestic management and differed in both purpose and value from school numeracy practices.…”

Section: Learning Mathematics In Informal Contextsmentioning

confidence: 73%

“…From a practical standpoint, it may not be feasible for teachers to gather information on the family practices of dozens of students each year. Furthermore, Winter et al ’s (2004) study highlighted the ways in which school-to-home activities were more readily received than home-to-school activities, in part, due to the familiarity of one over the other. Both parents and teachers were more skeptical of the usefulness of home-to-school activities.…”

Section: Challenges and Opportunities Of Out-of-school Research Approachesmentioning

confidence: 99%

Situating race: the case for examining Black children’s informal mathematics learning outside of schools

Cunningham

Gomez

2021

ILS

View full text Add to dashboard Cite

Purpose The purpose of this paper is to highlight the ways racialization in K-12 mathematics classrooms has narrowed the understanding of mathematical learning for Black children. Design/methodology/approach Drawing on situated learning theory and funds of knowledge, the authors argue that the social learning context of mathematics classrooms has limited the understanding of what Black children are capable of mathematically. The authors suggest that as a community of practice, mathematics classrooms may be marginalizing Black children, as well as other students of color, by devaluing their community-based knowledge and ways of knowing. Findings The extant literature portrays Black children as struggling in mathematics; however, this research is overwhelmingly conducted based on school performance measures. Yet, if one looks beyond the classroom to Black children's homes and communities, a plethora of mathematical knowledge tied to cultural and community practices may be found. As such, Black children who struggle in mathematics classroom may be experiencing misalignment across contexts, rather than a lack of mathematical knowledge altogether. Practical implications This paper has implications for classroom practice, particularly teacher ideologies pertaining to community-based knowledge. The authors urge mathematics education researchers and practitioners to look beyond the classroom, as community-based mathematical practices may provide more insight into students’ mathematical capabilities. These implications are particularly important for educating students of color, who often experience a subpar classroom education. Originality/value In this paper, the authors provide a critical lens to situated learning theory, pushing mathematics education research to examine the underexplored topic of Black children's out-of-school mathematical practices.

show abstract

“…Social class and ethnicity are addressed by Noyes (2007), Cooper (2001) and Zevenbergen (2001), focusing on cultural capital and habitus as barriers to participation. Others address the issues in terms of the undervaluing of local funds of knowledge by dominant school structures (de Abreu & Cline, 2007;Winter, Salway, Yee, & Hughes, 2004) and indeed by students themselves who draw on the socially structuring factors of gender, class and ethnicity in expressing an identity in which mathematics is 'not for them' as in the case of African Americans, for example (Martin, 2007).…”

Section: Choosing Mathematicsmentioning

confidence: 99%

Choosing mathematics: the narrative of the self as a site of agency

Braathe

Solomon

2014

Educ Stud Math

View full text Add to dashboard Cite

In this paper we discuss the theoretical and methodological issues in exploring identity and agency within a narrative of choosing mathematics. Taking as our starting point Bakhtin's emphasis on the dialogic space between interlocutors, we explore how an awareness of the addressivity and otherness of utterances, and of the role of genre and heteroglossia in selfauthoring, can be used in analysis of an interview to gain insight into one student's narrative of choosing mathematics despite the fear that it held for her. We consider how our own research preoccupations with the role of gender and family discourses in learners' relationships with mathematics played a part in the interview, and how the interviewee's appropriation of, and resistance to, these and other genres can be understood as an assertion of agency within her particular narrative of choice.

show abstract

Linking Home and School Mathematics: The Home School Knowledge Exchange Project

Cited by 14 publications

References 6 publications

Why Is Parental Involvement in Children’s Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children’s Learning

Why Is Parental Involvement in Children’s Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children’s Learning

Situating race: the case for examining Black children’s informal mathematics learning outside of schools

Choosing mathematics: the narrative of the self as a site of agency

Contact Info

Product

Resources

About