Détail de la notice
Titre du Document
Promoting parental attunement to children's mathematical reasoning through parent education
Auteur(s)
SHUMOW L.
Résumé
A total of 35 parents participated in a five month long study of parent involvement in reform mathematics. All parents received newsletters describing typical development of children's mathematical reasoning and accompanying homework that utilized common family activities. Half of the parents also participated in 4 conversations about their child's individual mathematical development with a researcher who observed children at school and studied children's homework returned to school. A detailed analysis of parental assistance to children solving challenging homework problems was conducted both before and after the program. Initially, parents were highly directive and controlling of the children's solutions. All parents decreased in directive control (conversely increasing in collaborative guidance) between the pre and post homework sessions, but parents in the conversation-added group decreased to a greater extent than parents who learned solely through text. Parents in the conversation component also displayed more knowledge about their children's mathematical reasoning on observations they recorded and returned on homework towards the end of the program compared to parents who learned through text. In addition, parents indicated that they applied the information by asking their children to do more reasoning in the context of daily family activities than they had done prior to participating.
Editeur
Elsevier
Identifiant
ISSN : 0193-3973
Source
Journal of applied developmental psychology A. 1998, vol. 19, n° 1, pp. 109-127 [bibl. : 1 p.3/4]
Langue
Anglais
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