Empowering Latinx Families to Help Children with Mathematics

Autor/inn/en	De Los Santos Rodríguez, Sabrina; Martínez-Gudapakkam, Audrey; Storeygard, Judy
Titel	Empowering Latinx Families to Help Children with Mathematics
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 10, S.776-780 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Hispanic Americans; Parent Attitudes; Parent Role; Hispanic American Students; Mathematics Instruction; Homework; Spanish Speaking; Barriers; Technical Assistance; Language Usage; Parent School Relationship; Immigrants; Social Bias; Social Media; Interpersonal Communication; Telecommunications; Handheld Devices; Technology Uses in Education; COVID-19; Pandemics; School Closing; Preschool Children; Massachusetts + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Elternverhalten; Parental role; Elternrolle; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Hausaufgabe; Technische Hilfe; Sprachgebrauch; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Immigrant; Immigrantin; Immigranten; Soziale Medien; Interpersonale Kommunikation; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Master-Studiengang
Abstract	The authors' experiences with Latinx families confirm research that shows parents are willing and have the desire to help their children with their mathematics schoolwork (Colegrove and Krause 2016). However, structural barriers make it challenging for Spanish-speaking parents to support their children's mathematics learning. For example, districts that offer computer and high-speed internet access fall short when they fail to give technical assistance and instructions in families' native languages (Chandra et al. 2020). Parents cannot then access school communication about academics and parent meetings. When parents cannot participate in their children's learning, this reinforces deficit attitudes that schools have toward immigrant families (Colegrove and Krause 2016). However, social media can support communication with families and increase their mathematics resource use at home. In the United States, 72 percent of Hispanic adults regularly use social media, and smartphones are often their primary means of access to digital resources (PEW Research Center 2019). This article describes the authors' innovative approach to support and empower Latinx families with preschool-age children and leverages their high use of mobile phones by sharing videos modeling conversations about mathematical concepts. To study the usefulness, accessibility, and usability of this approach, they conducted a pilot program with Spanish-speaking families in Massachusetts. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01