Math I Am: What We Learn from Stories That People Tell About Math in Their Lives

Esmonde, Indigo; Blair, Kristen Pilner; Goldman, Sally A.; Martin, Lee; Jiménez, Osvaldo; Pea, Roy D.

doi:10.1007/978-94-007-4304-5_2

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…Home practices involving mathematical thinking and activity vary widely between households (Esmonde et al, 2013;Hughes & Pollard, 2006;). These differences are often broadly associated with socioeconomic status, whereby children in more economically deprived areas are more likely to report activities involving receiving and spending money, but less likely to be involved in, or have knowledge of, home economy management.…”

Section: Parent-centered Approaches To Parental Involvement In Children's Mathematics Learningmentioning

confidence: 99%

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

2018

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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.

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Section: Parent-centered Approaches To Parental Involvement In Children's Mathematics Learningmentioning

confidence: 99%

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

2018

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“…Nasir and colleagues have found that the mathematical identities developed by African American boys outside of classroom contexts can be significantly more positive and agentic than in the context of more typical school-based instruction in mathematics, where African Americans learners have been historically marginalized. This work and other scholarship focused on the role of identity demonstrate that the everyday mathematics and cultural practices that youth and communities are engaged in are often invisible and under-utilized in classrooms (e.g., Aguirre et al, 2013;Esmonde et al, 2011;Martin, 2000;Nasir et al, 2008;Pea & Martin, 2010).…”

Section: Conceptual Foundationsmentioning

confidence: 75%

Centering Family Knowledge to Develop Children’s Empowered Mathematics Identities

Ishimaru

Barajas-López

Bang

2015

JFDE

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Researchers and educational leaders have long debated the appropriate roles and forms of family engagement in education. Although, in recent years, scholars have sought to understand how racially and linguistically diverse communities should participate in their children’s education, the field has struggled to recognize and engage families’ expertise and disrupt the dynamics of inequity that shape disengagement. In this article, we highlight recent understandings regarding the development of disciplinary identities and cultural practices in learning to offer new approaches to the field of family engagement for conceptualizing the untapped potential of nondominant family knowledge and cultural practices in learning settings. By highlighting examples from mathematics learning that center families as legitimate sources of knowledge, we suggest avenues for engaging diverse family leadership in co-designing equitable learning environments that foster students’ empowering disciplinary identities and learning.

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“…One of the biggest impacts of the PRIMES CBDR project on the research community has been to help open up the space of designing for mathematical learning in families within the learning sciences and to set a precedent for using the approach developed within PRIMES of observing family practices, and identifying mathematical practices has been a common feature in this new line of research. For example, some members of the PRIMES team, joined by other teams from the National Science Foundation–funded Learning in Informal and Formal Environments Center, employed the ethnographic methods used to generate examples of mathematics problem solving in families to inform participatory design of mobile applications to foster fun mathematics learning in families (Esmonde et al, 2012). Other researchers have used the approach of identifying stories of mathematics use from families to explore the ways family goals, commitments, hopes, and demands of practical activity shape and motivate mathematics problem solving at home (Pea & Martin, 2010).…”

Section: Interconnected Principles Of the Approachesmentioning

confidence: 99%

Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure

Penuel¹,

Riedy

Barber

et al. 2020

Review of Educational Research

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A group of collaborative approaches to education research sits uneasily within the existing infrastructure for research and development in the United States. The researchers in this group hold themselves to account to ways of working with schools, families, and communities that are different from the ways envisioned by models for education research promoted in U.S. policies and endorsed by U.S. federal agencies. Those models, widely supported by funders, privilege the research priorities of individual investigators and regularly yield products and findings with little relevance to educational practice. In this article, we review four collaborative approaches: Community-based Design Research, Design-based Implementation Research, Improvement Science in Networked Improvement Communities, and the Strategic Education Research Partnership. Through a participatory process involving developers and advocates for these approaches, we identified a set of interconnected principles related to collaboration, problem solving, and research. Further, we reviewed evidence of these principles in projects belonging to these four approaches. We contend it is worth attempting to understand, build upon, and support enactments of these principles in research proposals and projects, because there is evidence these approaches can promote agency and equity in education. To do so would require the field to develop criteria for judging quality, which peers can use to evaluate individual studies or sets of research; new outcomes by which to measure progress; new venues for developing and giving accounts of research; and an appreciation for the value of developing and cultivating relationships with educators, families, and communities as an integral part of research.

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Math I Am: What We Learn from Stories That People Tell About Math in Their Lives

Cited by 9 publications

References 15 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

Centering Family Knowledge to Develop Children’s Empowered Mathematics Identities

Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure

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