Mathematics home-school partnerships in diverse contexts

Wadham, Bridget; Darragh, Lisa; Ell, Fiona

doi:10.1007/s13394-020-00357-4

Cited by 11 publications

(7 citation statements)

References 31 publications

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“…Such variety in the quality of support and material provided by different schools and teachers may contribute to poor relationships between school and parents—relationships that the literature shows to be already tenuous (McGee & Spencer, 2015 ; Remillard & Jackson, 2006 ; Schnee & Bose, 2010 ; Wadham et al, 2020 ). There was certainly some evidence for this in the qualitative data.…”

Section: Discussionmentioning

confidence: 99%

“…A barrier to quality homework interactions appears to be curricular and pedagogical changes in mathematics education (Remillard & Jackson, 2006 ). Parents are less able to draw on their past mathematics educational experience because what counts as mathematics and what are appropriate learning strategies have changed (Crafter, 2012 ; de Abreu & Cline, 2005 ; McMullen & de Abreu, 2011 ; Patall et al, 2008 ; Wadham et al., 2020 ). It seems that reform mathematics may act to disempower parents as players in their children’s education (Remillard & Jackson, 2006 ).…”

Section: Literature Backgroundmentioning

confidence: 99%

“…A consequence of such disempowerment may be a deficit view of parents by the school (McGee & Spencer, 2015 ; Schnee & Bose, 2010 ). For example, in one study of parent-school partnerships for mathematics learning in an ethnically diverse school, tensions were found to exist in (a) the differing computational strategies used by parents and the school and (b) the lack of communication from school to home about new pedagogies ( Wadham et al, 2020 ). In such examples, we see mathematics homework as potentially affecting home-school relationships.…”

Section: Literature Backgroundmentioning

confidence: 99%

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Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown

Darragh

Franke

2021

Int J of Sci and Math Educ

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During the COVID-19 pandemic, many parents suddenly had to assume responsibility for their children’s learning at home. Research conducted before the pandemic showed that mathematics homework is often unsuccessful or stressful for both parents and children and that tension exists between home and school in the learning of mathematics. Understanding parents’ experience of home-learning mathematics during lockdown has implications for positive learning relationships between home and school in the future. During the lockdown, we sent an online survey to New Zealand parents and received 634 responses. We found that parents were generally very engaged in the home learning of mathematics. They reported a range of opinions about the quality of mathematics work and teacher support, and there was a correlation between general stress levels and negative opinions. To further support their child’s mathematics learning, many parents turned to online mathematics programs, about which they were very positive. Parents of younger children were more positive about their overall home-learning experiences of mathematics, but the crisis brought to the fore several pre-existing issues. We argue that these findings have implications for mathematics home learning in the future; we suggest that schools listen to parental feedback regarding the quality, level, and quantity of mathematics work. Additionally, schools could consider ways to deliver effective teacher support and to foster parental agency in helping their children with mathematics learning.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Backgroundmentioning

confidence: 99%

Section: Literature Backgroundmentioning

confidence: 99%

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Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown

Darragh

Franke

2021

Int J of Sci and Math Educ

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“…They note that changes in mathematics curricula and pedagogies mean parents are less able to draw on their own experience of learning when assisting their children. The pre-pandemic findings of Wadham et al ( 2020 ) similarly revealed tension between parent and teacher perspectives on mathematics teaching and learning. In the South African context, where multiple curriculum changes have occurred in the past two decades, this is a relevant point.…”

Section: Literature Reviewmentioning

confidence: 97%

Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19

Vale

Graven

2022

ZDM Mathematics Education

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The COVID-19 pandemic continues to present severe challenges to the education sector more than 2 years after the first case was detected. We explore the strategies South African teachers used to support continued mathematics learning at home during the COVID-19 pandemic across different stages of the response to it and across different contexts. We explore these strategies, first, in relation to the initial shift to emergency remote teaching when learners needed to be reached in their homes under severe lockdown regulations, then through the gradual reopening of schools later as regulations were relaxed. Activity theory informs our perspective on the way in which teachers worked to mediate learning across school and home activity systems. Twenty-five Grade 4–7 mathematics teachers from the Eastern Cape responded to two questionnaires given at the start of the COVID-19 lockdown period and during the phased return to school. Questions focused on the strategies used to support mathematics learning. The results show that strategies focused on engaging caregivers through various technologies and getting resources into the home. WhatsApp, a free internet-based messaging service, was the most frequently used communication app across all types of schools for both messaging parents and sending instructional material and support in the form of videos, pictures and text messages. Department issued workbooks and teacher designed work packs were key resources sent to homes. Differences are evident in the range of use of different technologies across wealthier and poorer schools. Primary teachers’ voices inform possible ways forward for the purpose of managing young student mathematical learning gaps and meeting ongoing learning needs.

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“…Similarly, Colegrove and Krause (2017) show how Latinx immigrant parents "use their funds of knowledge to support learning by drawing from a variety of pedagogical methods to teach their children mathematics at home " (p. 194). Takeuchi's (2018) study with Filipina mothers in Japan illustrates the tensions that immigrant parents often encounter in sharing their mathematical practices with their children (see de Abreu & Cline, 2005;Civil & Planas, 2010;Wadham et al, 2020, for similar findings in other settings). Takeuchi points out that the Filipina mothers did not openly teach their mathematics to their children and relates this to how some forms of mathematics are seen as having more value than others.…”

mentioning

confidence: 90%

Mothers and Children Doing Mathematics Together: Implications for Teacher Learning

Civil

Quintos

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: There is much to understand about how parents and children interact around mathematics, particularly with families whose home language is different from the children’s main language of schooling. Families of immigrant origin are likely to bring experiences and knowledge that may be different from what their children’s schools expect or value. Educators can benefit greatly from a better understanding of these experiences and the nature of the parent–child mathematical interactions. Purpose/Focus of Study: Learning about and from the nature of parent–child mathematical interactions can support the in-school learning of mathematics of bilingual children. We use positioning theory to explore the question, “What are the positions in parent–child interactions during mathematics tasks?” Setting: The context for our study is workshops designed to engage families in explorations of mathematical tasks from the school curriculum, with a focus on conceptual understanding and problem-solving. The workshops were bilingual; most parents were of Mexican origin and had Spanish as their primary language, while their children were being taught in English at school. The workshops built on two related theoretical concepts: funds of knowledge and parents as intellectual resources. Research Design: This study focuses on interactions between parents and children around mathematics. We did a purposeful selection of video clips from the workshop recordings. In this article, we focus on two cases that present two different contexts, a game situation and a more school-like mathematics activity. We used positioning theory to interpret how the mothers and children related with each other and therefore interactively positioned themselves and each other. Findings: In both cases, mothers and daughters held the position of knowledge holders, and their positions changed in moment-to-moment interactions. Also, while at times, the mothers exerted a position of authority as mothers, they did not use this position to impose their views; rather, they engaged with their daughters in the learning process. The mothers and their daughters drew on their everyday ways of being (e.g., playfulness, translanguaging) in their mathematical interactions. The interactions showed instances of co-learning, that is, adapting and learning from each other. Conclusions/Recommendations: The mothers and daughters in this study drew on their everyday ways of being, including their cultural and linguistic funds of knowledge, during the mathematical interactions. Teachers can improve their practice by learning about these interactions. It is important to explore how educators can develop co-learning environments in the classroom that support collaborative sense-making.

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Mathematics home-school partnerships in diverse contexts

Cited by 11 publications

References 31 publications

Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown

Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown

Strategies implemented by South African teachers to ensure continuing mathematics education during COVID-19

Mothers and Children Doing Mathematics Together: Implications for Teacher Learning

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