Parents Can Help Children Learn Mathematics

Ashlock, Robert B.

doi:10.5951/at.38.3.0042

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…Parents, teachers, and policy makers appear to believe that early experiences are important to numeracy development (Anderson, 1998; Charlesworth & Lind, 1999; Ginsberg, Klein, & Starkey, 1998). Accordingly, a plethora of materials is available describing activities for developing math skills (e.g., Ashlock, 1990; Balfanz, Ginsburg, & Greenes, 2003; Caldwell, 1998; Mirra, 2005; National Association for the Education of Young Children, 2006; National Council of Teachers of Mathematics, 2000; Rich, 1995) and governments are encouraging a focus on mathematics by offering early numeracy grants as incentives to schools (Manitoba Ministry of Education, Citizenship, & Youth, 2003). The present results provide support for the view that participation in mathematical activities at home is related to children’s acquisition of mathematics in school and suggest that such activities are valuable when they occur in a variety of contexts.…”

Section: Discussionmentioning

confidence: 99%

Home numeracy experiences and children’s math performance in the early school years.

LeFevre

Skwarchuk

Smith-Chant

et al. 2009

Canadian Journal of Behavioural Science / Revue canadienne des

548

611

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Children's numerical competence in kindergarten is highly predictive of their acquisition of mathematics in Grade 1 and Grade 2, suggesting that experiences at home before schooling are important in understanding how numeracy develops. In this study, the mathematical skills of 146 children in Kindergarten, Grade 1, and Grade 2 were correlated with the frequency with which parents reported informal activities that have quantitative components such as board and card games, shopping, or cooking. Effect sizes were consistent with research relating home literacy experiences to children's vocabulary. The present research supports claims about the importance of home experiences in children's acquisition of mathematics.

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Section: Discussionmentioning

confidence: 99%

Home numeracy experiences and children’s math performance in the early school years.

LeFevre

Skwarchuk

Smith-Chant

et al. 2009

Canadian Journal of Behavioural Science / Revue canadienne des

548

611

View full text Add to dashboard Cite

show abstract

“…Forma part de l'ADN de l'ofici de mestre. No cal insistir en què documentar i investigar errors d'aprenentatge és un recurs valuós tant per al professorat experimentat com per al novell (Achón, 1984;Ashlock, 1990;Astolfi, 1997;Baruk, 1985;CIEAEM, 1987;IREM, 1980;Kerr, 2013;Rico, 1995;Spangler, 2010Spangler, , 2011De la Torre, 1993;Sanmartí, 2007;Vallverdú i Izquierdo, 2010).…”

Section: Freqüènciesunclassified

Assaig de didàctica : de l'error al coneixement: l'aprenentatge, de les idees als projectes (STEAM)

Achón¹

2020

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L’Assaig de didàctica se centra en el conreu (llegiu-hi també educació) de la capacitat d’aprendre per assaig i error de les noies i els nois en entorns didàctics interdisciplinaris que aposten per la resolució de problemes i el treball per projectes STEAM. També és el fruit del meu aprenentatge de l’ofici de mestre a través d’un procés d’investigació-acció realitzat a l’aula al llarg de la meva carrera docent a l’ESO. A fi d’aconseguir la necessària empatia cognitiva amb l’alumnat es presenta la teoria de la psicologia cognitiva sobre les tres ments (autònoma, executiva i reflexiva), les quals s’identifiquen en produccions cognitives de l’alumnat per tal d’ancorar-la de manera pràctica. Al temps, aquesta teoria ens proporciona un marc fèrtil per interpretar els errors dels alumnes com a biaixos cognitius i per esbrinar les principals heurístiques que s’engeguen en els processos cognitius dels aprenentatges. Amb aquest marc teòric, fonamentat en casos concrets, s’elabora un model didàctic per a l’aprenentatge per assaig i error de la ciència, de la tecnologia i de les matemàtiques. Com a cloenda de l’assaig, es modelitzen tres activitats curriculars amb la metodologia didàctica derivada del model.

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Combining theories in research in mathematics teacher education

Tsamir

Tirosh

2008

ZDM Mathematics Education

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In this paper, we describe how the combination of two theories, each embedded in a different realm, may contribute to evaluating teachers' knowledge. One is Shulman's theory, embedded in general, teacher education, and the other is Fischbein's theory, addressing learners' mathematical conceptions and misconceptions. We first briefly describe each of the two theories and our suggestions for combining them, formulating the ShulmanFischbein framework. Then, we present two research segments that illustrate the potential of the implementation of the Shulman-Fischbein framework to the study of mathematics teachers' ways of thinking. We conclude with general comments on possible contributions of combining theories that were developed in mathematics education and in other domains to mathematics teacher education.

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Parents Can Help Children Learn Mathematics

Abstract: All parents want their children to enjoy school and succeed with schoolwork. They are eager to help children learn mathematics, but many are not sure how to proceed.

Cited by 5 publications

References 2 publications

Home numeracy experiences and children’s math performance in the early school years.

Home numeracy experiences and children’s math performance in the early school years.

Assaig de didàctica : de l'error al coneixement: l'aprenentatge, de les idees als projectes (STEAM)

Combining theories in research in mathematics teacher education

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