We All as a Family Are Graduating Tonight: A Case for Mathematical Knowledge for Parental Involvement

Autor/inn/en	Knapp, Andrea; Landers, Racheal; Liang, Senfeng; Jefferson, Vetrece
Titel	We All as a Family Are Graduating Tonight: A Case for Mathematical Knowledge for Parental Involvement
Quelle	In: Educational Studies in Mathematics, 95 (2017) 1, S.79-95 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-016-9741-4
Schlagwörter	Mathematics Instruction; Parent Participation; Teaching Methods; Elementary Secondary Education; Qualitative Research; Statistical Analysis; Interviews; Student Attitudes; Teacher Attitudes; Parent Attitudes; Mathematics Achievement; Pedagogical Content Knowledge; Hypothesis Testing; Parent Child Relationship; Interaction; Parents as Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elternmitwirkung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Elternverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pädagogische Kompetenz; Hypothesenprüfung; Hypothesentest; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion
Abstract	The researchers in this study investigated the impact of mathematics-focused parental involvement on Kindergarten to Grade 8 children and parents as well as factors prompting that impact. Qualitative analysis consisting of parent, child, and teacher interviews and 3-year quantitative testing showed significant improvements in students' mathematics understanding and achievement. Moreover parents and teachers improved on measures of content knowledge. We hypothesize that improved parent content and pedagogical knowledge and improved parent-child interactions around mathematics stimulate children to learn at school. Furthermore, we found aspects of parent knowledge and dispositions gained to be analogous to teacher MKT; we termed these aspects "Mathematical Knowledge for Parental Involvement". Such aspects include content knowledge, valuing students' own strategies, and listening to students' explanations and may boost student achievement in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01