Parent-Child Mathematics: A Study of Mothers' Choices [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Anderson, Ann; Anderson, Jim
Titel	Parent-Child Mathematics: A Study of Mothers' Choices [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Parent Child Relationship; Mothers; Mathematics Instruction; Parents as Teachers; Home Study; Preschool Children; Middle Class; Teaching Methods; Play; Parenting Styles; Teaching Styles; Learning Activities; Mathematics Activities + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mittelschicht; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Lehrstil; Unterrichtsstil; Lernaktivität
Abstract	Research on mathematics found in 'everyday' interactions (e.g., Walkerdine, 1988) often relies on analysis of parent-child talk during studies of social interactions and/or literacy events more generally. In contrast, from the outset of the current study, parents were aware that mathematics was the focus of study and that each of them would determine the activities to be video-taped in their home. In this paper, we report on the types of activities six middle class mothers perceived as opportunities to engage their preschool child with mathematics. Analysis also included the patterns found within and across families. Overall, the mothers documented play-based events, many of which were common across four or more homes and entailed 'less conventional' mathematics. Parental styles of mathematical engagement are discussed. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01