Opening Inquiry Mathematics to Parents: Can They be Engaged as Teachers' Partners in Mathematical Work?
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| Title: | Opening Inquiry Mathematics to Parents: Can They be Engaged as Teachers' Partners in Mathematical Work? |
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| Authors: | Ioannis Papadopoulos (ORCID |
| Source: | Journal of Pedagogical Research. 2017 1(1):1-20. |
| Availability: | Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Instruction, Parent Child Relationship, Parent Workshops, Instructional Materials, Inquiry, Active Learning, Familiarity, Parent Teacher Cooperation, Urban Schools, Elementary School Teachers, Foreign Countries |
| Geographic Terms: | Greece |
| ISSN: | 2602-3717 |
| Abstract: | This paper presents a two-stage project designed to develop the partnership between teacher and parents. The project began with a workshop constructed to motivate parents to be interested in doing mathematics in a way that is different from the one they experienced as students and, as a result, to be eager to become involved in the co-production of didactic materials for classroom use. Parents were engaged in real, collaborative, high-level mathematical work as a first step in engaging them as partners in mathematical work with their children. During this first stage, parents were familiarized with inquiry mathematics tasks to provide them with the foundation necessary to become partners and co-producers during the second. The findings give evidence that the learning of reform math tasks and their co-creation supported teacher and parents' partnership and that parents were moved mathematically and personally by the experience. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408213 |
| Database: | ERIC |
| Abstract: | This paper presents a two-stage project designed to develop the partnership between teacher and parents. The project began with a workshop constructed to motivate parents to be interested in doing mathematics in a way that is different from the one they experienced as students and, as a result, to be eager to become involved in the co-production of didactic materials for classroom use. Parents were engaged in real, collaborative, high-level mathematical work as a first step in engaging them as partners in mathematical work with their children. During this first stage, parents were familiarized with inquiry mathematics tasks to provide them with the foundation necessary to become partners and co-producers during the second. The findings give evidence that the learning of reform math tasks and their co-creation supported teacher and parents' partnership and that parents were moved mathematically and personally by the experience. |
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| ISSN: | 2602-3717 |
