Exploring Parents' Experiences with Standards-Based Mathematics Curricula

Autor/inn/en	Bartlo, Joanna; Sitomer, Ann
Titel	Exploring Parents' Experiences with Standards-Based Mathematics Curricula
Quelle	In: Adults Learning Mathematics, 3 (2008) 2, S.6-22 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Parents; Experience; Academic Standards; Case Studies; Interviews; Context Effect; Elementary School Mathematics; Informal Education + Suchen Sie Ihr Suchwort? Eltern; Erfahrung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Elementare Mathematik; Schulmathematik; Informelle Bildung; Nichtformale Bildung
Abstract	Parents may have difficulties relating to mathematics curricula that focus on conceptual rather than procedural understanding (Remillard & Jackson, 2006) because such curricula engage students in activities that are different from those that students experienced in previous generations. We report on a case study that explored how parents make sense of conceptual-based curricula by engaging two parents with tasks from their children's curriculum. Our report details both the tasks with which we engaged the parents and their ways of thinking about mathematics that emerged as they interacted with those tasks. Our findings suggest that in some cases parents' previous experiences with their school mathematics interfered with their ability to make sense of the tasks in a manner consistent with the curriculum authors' intent. However, we also found that their previous experiences with informal mathematics could be leveraged to support their endeavour to make sense of tasks from a standards-based curriculum in a manner consistent with that intended by the curriculum authors. Nevertheless, we also believe that the school-based tasks used in the study encouraged parents to interpret their children's curricular materials in terms of their own experiences with school mathematics rather than in terms of their informal knowledge. This study contributes to researchers' understanding of the complex process of sense making that is necessary for parents (and adults in general) to relate to standards-based mathematics curricula, and it raises questions about how parents might be supported in that process. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01