Supporting Mathematics Understanding through Funds of Knowledge

Autor/inn/en	Williams, Julie J.; Tunks, Jeanne; Gonzalez-Carriedo, Ricardo; Faulkenberry, Eileen; Middlemiss, Wendy
Titel	Supporting Mathematics Understanding through Funds of Knowledge
Quelle	In: Urban Education, 55 (2020) 3, S.476-502 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916654523
Schlagwörter	Mathematics Education; Family Characteristics; Cultural Background; Cultural Capital; Hispanic American Students; Parent Participation; Urban Education; Mathematics Skills; Parent Background; Family Environment; Parents as Teachers; Parent Attitudes; Educational Attitudes + Suchen Sie Ihr Suchwort? Mathematische Bildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elternmitwirkung; Stadtteilbezogenes Lernen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elternhaus; Familienmilieu; Elternverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	The purpose of this qualitative study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children's mathematics learning through funds of knowledge. Participants contributed to their children's mathematics learning by promoting the five National Council of Teachers of Mathematics process standards--problem solving, reasoning and proof, communication, connection, and representation. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children's mathematics learning at home and school activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01