Literaturnachweis - Detailanzeige
| Autor/inn/en | O'Keeffe, Lisa; Clarke, Carolyn; McDonald, Sarah; Comber, Barbara |
|---|---|
| Titel | Mathematics Homework and the Potential Compounding of Educational Disadvantage |
| Quelle | In: British Journal of Sociology of Education, 44 (2023) 7, S.1144-1160 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (O'Keeffe, Lisa) ORCID (Clarke, Carolyn) ORCID (McDonald, Sarah) ORCID (Comber, Barbara) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2023.2240530 |
| Schlagwörter | Mathematics Education; Homework; Educationally Disadvantaged; Parent Participation; Experience; Foreign Countries; Family Relationship; Mothers; Canada |
| Abstract | Parental involvement in schooling has been shown to have a positive impact on children's educational outcomes. With changing mathematics curricula and pedagogical approaches as a context, we explore how mathematical dispositions emerge through gendered and classed experiences with mathematics homework. We share the experiences of mothers from eight Canadian families as they negotiate mathematics homework with their children. We consider the impact of their differing access to resources and highlight the way mathematics homework disrupts family time, creates tension, and contributes to a sense of inadequacy for some mothers. This results in mothers and children having negative experiences with mathematics homework, which can lead to the compounding of intergenerational negative mathematical dispositions and identities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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