Cultural Differences in Parents' Facilitation of Mathematics Learning: A Comparison of Euro-American and Chinese-American Families.

Autor/inn/en	Huntsinger, Carol S.; Jose, Paul E.
Titel	Cultural Differences in Parents' Facilitation of Mathematics Learning: A Comparison of Euro-American and Chinese-American Families.
Quelle	(1997), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Chinese Americans; Cross Cultural Studies; Cultural Differences; Fathers; Grade 2; Homework; Longitudinal Studies; Mathematics Achievement; Mathematics Instruction; Mothers; Parent Aspiration; Parent Attitudes; Parent Influence; Parent Student Relationship; Parenting Skills; Parents; Parents as Teachers; Primary Education + Suchen Sie Ihr Suchwort? Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Cultural comparison; Kulturvergleich; Kultureller Unterschied; School year 02; 2. Schuljahr; Schuljahr 02; Hausaufgabe; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mother; Mutter; Elternwille; Elternverhalten; Eltern; Primarbereich
Abstract	A longitudinal study examined differences in Chinese-American and Euro-American parents' facilitation of their young children's mathematics learning. Participating in the Time 2 data collection were 36 second-generation Chinese-American and 40 Euro-American first and second graders from well-educated suburban Chicago families. Children were given the Sequential Assessment of Mathematics Inventories (SAMI); mothers and fathers completed questionnaires assessing parental beliefs, attitudes, and practices; and mother-child and father-child dyads were videotaped separately helping their child solve a word problem within the child's zone of proximal development. Findings indicated that Chinese-American children scored significantly higher on the total SAMI and on the computation and word problem subtests that European American subjects, and spent almost four times more per day on mathematics homework. Chinese-American parents reported using more systematic, formal methods of mathematics teaching and less use of incidental teaching embedded in context than did Euro-American parents. In the videotaped teaching session, Chinese-American parents interacted longer and received higher ratings on writing scale use than Euro-American parents. In mother-child dyads, Chinese-American children were rated as more self-reliant than were Euro-American children. Chinese-American mothers explained new concepts to a greater degree than did Euro-American mothers, and Chinese-American fathers sat closer to children than did Euro-American fathers. Euro-American mothers gave more directives and encouraged their children more than Chinese-American mothers. Euro-American children produced more speech acts per minute than did Chinese American children. Quantitative analyses of interactions revealed more similarities than differences between Chinese- and Euro-American parents but subtle differences in teaching styles were revealed through qualitative analyses. (Contains 12 references.) (KDFB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC