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Parents as Learners and Teachers of Mathematics: Toward a Two-Way Dialogue.

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Title: Parents as Learners and Teachers of Mathematics: Toward a Two-Way Dialogue.
Language: English
Authors: Civil, Marta
Availability: Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25).
Peer Reviewed: N
Page Count: 6
Publication Date: 2001
Document Type: Reports - Descriptive
Speeches/Meeting Papers
Descriptors: Adult Education, Adult Students, Classroom Communication, Constructivism (Learning), Context Effect, Discussion Groups, General Mathematics, Mathematics Education, Mathematics Teachers, Mothers, Parent Student Relationship, Parents as Teachers, Relevance (Education), Self Esteem, Student Educational Objectives, Student Role, Teacher Role, Teacher Student Relationship, Teaching Methods, Womens Education
Abstract: Three Spanish-speaking mothers of middle-school children, a relative of one of the mothers, a school librarian, and the researcher met regularly to establish a collaborative, two-way dialogue which would encourage social and educational equality and that would take contributions into consideration according to the validity of reasoning rather than the positions of power held by the contributors. The group had met in the past to discuss literature, and with the switch to mathematics, the researcher was concerned that the participants would not relate to the material as well as they had to literature and that the roles of teacher and student would be more clearly demarcated leading to less collaboration. The workshop met every two to three weeks and one of the main questions that arose was whether the researcher should treat the participants primarily as adult learners or as mothers. Through dialogues on algebra and geometry that arose through the mothers teaching the researcher the paper cutting technique calld "papel picado,"a trust was established in which the researcher was able to share her expertise while the participants were able to teach her some of their own skills that involved mathematics. The new context of learning through dialogue led to greater confidence among the participants, which improved their math learning skills. (Contains 17 references.) (MO)
Entry Date: 2004
Accession Number: ED480009
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Parents as Learners and Teachers of Mathematics: Toward a Two-Way Dialogue.
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  Data: Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25).
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  Data: 2001
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  Data: <searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+Groups%22">Discussion Groups</searchLink><br /><searchLink fieldCode="DE" term="%22General+Mathematics%22">General Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Student+Relationship%22">Parent Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+as+Teachers%22">Parents as Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Womens+Education%22">Womens Education</searchLink>
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  Data: Three Spanish-speaking mothers of middle-school children, a relative of one of the mothers, a school librarian, and the researcher met regularly to establish a collaborative, two-way dialogue which would encourage social and educational equality and that would take contributions into consideration according to the validity of reasoning rather than the positions of power held by the contributors. The group had met in the past to discuss literature, and with the switch to mathematics, the researcher was concerned that the participants would not relate to the material as well as they had to literature and that the roles of teacher and student would be more clearly demarcated leading to less collaboration. The workshop met every two to three weeks and one of the main questions that arose was whether the researcher should treat the participants primarily as adult learners or as mothers. Through dialogues on algebra and geometry that arose through the mothers teaching the researcher the paper cutting technique calld "papel picado,"a trust was established in which the researcher was able to share her expertise while the participants were able to teach her some of their own skills that involved mathematics. The new context of learning through dialogue led to greater confidence among the participants, which improved their math learning skills. (Contains 17 references.) (MO)
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      – Text: English
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      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Discussion Groups
        Type: general
      – SubjectFull: General Mathematics
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Parent Student Relationship
        Type: general
      – SubjectFull: Parents as Teachers
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Student Educational Objectives
        Type: general
      – SubjectFull: Student Role
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Womens Education
        Type: general
    Titles:
      – TitleFull: Parents as Learners and Teachers of Mathematics: Toward a Two-Way Dialogue.
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              Type: published
              Y: 2001
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