Exploring Images of Parental Participation in Mathematics Education: Challenges and Possibilities

Civil, Marta; Bernier, Emily

doi:10.1207/s15327833mtl0803_6

Cited by 68 publications

(38 citation statements)

References 14 publications

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“…This mainstream knowledge-whether historical or scientific, mathematical or literary-is thought to shut down possibilities for other forms of knowledge to be generated or to send implicit messages to students about the value of their community or home knowledge (Roth & Lee, 2005). Researchers and theorists working from this perspective do not necessarily dismiss expert knowledge but they take the stance that disciplinary learning should begin with youth and/or community concerns, knowledge, and practice as a way of making the learning of disciplinary knowledge more accessible to youth (Alvermann & Hagood, 2000;Alvermann, Moon, & Hagood, 1999;Barton, 2001;Civil & Bernier, 2006;Elmesky, 2001;Gutiérrez, Rymes, & Larson, 1995;Gutstein, 2006;O. Lee, 1999;O.…”

Section: Social Justice As the Foregrounding Of Everyday Knowledgementioning

confidence: 99%

Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching

Moje

2007

Review of Research in Education

282

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Section: Social Justice As the Foregrounding Of Everyday Knowledgementioning

confidence: 99%

Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching

Moje

2007

Review of Research in Education

282

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“…Previous studies on this topic have highlighted immigrant parents' mathematics knowledge and resources that were embedded in their cultural practices (Civil, 2007;Willey, 2008). This line of research has also pointed out some of the conflict and struggles that immigrant parents experience (de Abreu & Cline, 2005;Civil & Bernier, 2006;Crafter, 2012;Gorgorió & Abreu, 2009). This study adds a new cultural and historical context that can reveal how power and mathematics learning are intertwined locally.…”

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confidence: 95%

Power and identity in immigrant parents’ involvement in early years mathematics learning

Takeuchi

2017

Educ Stud Math

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This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in-and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children's appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children's early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families.

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“…Other approaches have included teams of parents and teachers presenting mathematics workshops to other parents in the community (Civil and Bernier 2006), parents and teachers participating in mathematics workshops together, parents visiting a mathematics classroom and then debriefing the visit (Civil and Quintos 2009), and teachers visiting the homes of some of their students to learn about the family's funds of knowledge. In what follows, I briefly present some key findings from these different avenues to promoting a dialogue between home and school around mathematics teaching and learning.…”

Section: Towards a Two-way Dialogue Home-schoolmentioning

confidence: 99%

Intersections of Culture, Language, and Mathematics Education: Looking Back and Looking Ahead

Civil

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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This paper draws from a research agenda focused on the interplay of culture, language and mathematics teaching and learning, particularly in working-class Mexican-American communities in the United States. Drawing on data collected over several years, I emphasize the need for a coordinated effort to the mathematics education of non-dominant students, an effort that involves teachers and other school personnel, the students' families, and the students themselves. Through the voices of parents, teachers, and students, I illustrate the resources that non-dominant students bring to school but often go untapped, and the tensions that this may carry. Following a socio-cultural approach grounded on the concept of funds of knowledge, I argue for the need to develop stronger communication among the interested parties to develop learning experiences in mathematics that build on the knowledge, the language and cultural resources, and the forms of participation in the students' communities.

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Exploring Images of Parental Participation in Mathematics Education: Challenges and Possibilities

Cited by 68 publications

References 14 publications

Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching

Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching

Power and identity in immigrant parents’ involvement in early years mathematics learning

Intersections of Culture, Language, and Mathematics Education: Looking Back and Looking Ahead

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