Parent Conceptions of Language, Mathematics, and Support in a French Immersion Context.
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| Title: | Parent Conceptions of Language, Mathematics, and Support in a French Immersion Context. |
|---|---|
| Authors: | Gerbrandt, Julianne1 (AUTHOR) julianne.gerbrandt@unb.ca, Culligan, Karla1 (AUTHOR) |
| Source: | Education Sciences. Feb2026, Vol. 16 Issue 2, p334. 18p. |
| Subject Terms: | *Mathematics education, *Immersion method (Language teaching), *Parent attitudes, *Multilingual education, *Language ability, *Parenting, Poetics |
| Geographic Terms: | Canada, New Brunswick |
| Abstract: | This study explores the perspectives of monolingual English-speaking parents whose children are enrolled in elementary (Grades 1–5) French immersion (FI) in New Brunswick, Canada, where FI students learn mathematics in French. Using poetic inquiry within a feminist postmodern framework, we analyzed interview data from three parents to examine how they conceptualize the relationship between language and mathematics, and how these conceptualizations shape the ways they support their children's mathematics learning. The resulting research poems reveal tensions in participants' views of mathematics and language. For example, mathematics was at times positioned as detachable from language, although language was simultaneously described as a potential barrier to mathematical success. In turn, parental involvement was characterized by support toward monitoring linguistic markers, relearning pedagogical methods, and rehearsing procedures. By centring parents' perspectives, this study contributes to research on multilingual mathematics education by illustrating how parental conceptualizations may play a role in shaping mathematics practices across home and school spaces. Methodologically, the study suggests that research poetry has analytic potential for surfacing tensions in parental sense-making that may remain overlooked in more conventional qualitative analyses. This study points to a need for resources and communication practices that support dialogue between schools and families about the relationship between language and mathematics in FI contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192041866 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Parent Conceptions of Language, Mathematics, and Support in a French Immersion Context. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gerbrandt%2C+Julianne%22">Gerbrandt, Julianne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> julianne.gerbrandt@unb.ca</i><br /><searchLink fieldCode="AR" term="%22Culligan%2C+Karla%22">Culligan, Karla</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Feb2026, Vol. 16 Issue 2, p334. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Immersion+method+%28Language+teaching%29%22">Immersion method (Language teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent+attitudes%22">Parent attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br /><searchLink fieldCode="DE" term="%22Poetics%22">Poetics</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22New+Brunswick%22">New Brunswick</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explores the perspectives of monolingual English-speaking parents whose children are enrolled in elementary (Grades 1–5) French immersion (FI) in New Brunswick, Canada, where FI students learn mathematics in French. Using poetic inquiry within a feminist postmodern framework, we analyzed interview data from three parents to examine how they conceptualize the relationship between language and mathematics, and how these conceptualizations shape the ways they support their children's mathematics learning. The resulting research poems reveal tensions in participants' views of mathematics and language. For example, mathematics was at times positioned as detachable from language, although language was simultaneously described as a potential barrier to mathematical success. In turn, parental involvement was characterized by support toward monitoring linguistic markers, relearning pedagogical methods, and rehearsing procedures. By centring parents' perspectives, this study contributes to research on multilingual mathematics education by illustrating how parental conceptualizations may play a role in shaping mathematics practices across home and school spaces. Methodologically, the study suggests that research poetry has analytic potential for surfacing tensions in parental sense-making that may remain overlooked in more conventional qualitative analyses. This study points to a need for resources and communication practices that support dialogue between schools and families about the relationship between language and mathematics in FI contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci16020334 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 334 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Immersion method (Language teaching) Type: general – SubjectFull: Parent attitudes Type: general – SubjectFull: Multilingual education Type: general – SubjectFull: Language ability Type: general – SubjectFull: Parenting Type: general – SubjectFull: Poetics Type: general – SubjectFull: Canada Type: general – SubjectFull: New Brunswick Type: general Titles: – TitleFull: Parent Conceptions of Language, Mathematics, and Support in a French Immersion Context. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gerbrandt, Julianne – PersonEntity: Name: NameFull: Culligan, Karla IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 16 – Type: issue Value: 2 Titles: – TitleFull: Education Sciences Type: main |
| ResultId | 1 |
