Seeing Mathematical Practices in an African American Mother-Child Interaction

Autor/inn/en	Parks, Amy Noelle; Bridges-Rhoads, Sarah
Titel	Seeing Mathematical Practices in an African American Mother-Child Interaction
Quelle	In: School Community Journal, 28 (2018) 2, S.229-246 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	African Americans; Mothers; Parent Child Relationship; Mathematics Instruction; Mathematical Logic; Thinking Skills; Preschool Children; Mathematical Concepts; Family Involvement; Rural Schools; Handicrafts; Mathematics Activities; Caregivers + Suchen Sie Ihr Suchwort? Afroamerikaner; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Handwerk; Caregiver; Carer; Betreuungsperson; Pfleger
Abstract	This article provides an in-depth analysis of the mathematical ways of thinking present in a 15-minute interaction between an African American mother and her preschool son as they worked together on a craft project as part of a family involvement activity. This analysis, which was conducted as part of a broader ethnographic research project, showed that the mother supported her son in working with a variety of mathematical concepts by making directive statements and referring him to the provided diagram. By engaging in these practices, the child had opportunities to engage with a variety of mathematics described in the kindergarten Common Core State Standards, including solving problems, recognizing and naming 2-dimensional figures, orienting shapes, and attending to precision. This study contributes to recent work that has sought to reconceptualize previous characterizations of family support in mathematics--particularly in relation to low-income and minority families--as lacking and in need of remediation. The purpose of the analysis is not to make broad generalizations about parents and other caregivers, but to provide a model of a strengths-based analysis of a parent-child interaction in mathematics. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01