Parental Engagement and Out-Of-School Mathematics Learning Breaking Out of the Boundaries.

Challenging preconceived ideas and supporting children to acquire mathematical understandings, Parental Engagement and Out-of-School Mathematics Learninginforms innovative and vital educational policy and practice.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Jay, Tim
Otros Autores: Rose, Jo
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Bingley : Emerald Publishing Limited, 2023.
Colección:Emerald Studies in Out-Of-School Learning Series.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Parental Engagement and Out-of-School Mathematics Learning
  • Copyright Page
  • Table of Contents
  • List of Tables
  • About the Authors
  • Foreword
  • Acknowledgements
  • 1. Introduction
  • Why Mathematics?
  • What Counts as Out-of-School?
  • Introduction of Key Themes
  • Parental Involvement and Parental Engagement
  • Education Policy
  • No 'One Size Fits All'
  • Outlines of Chapters
  • 2. Previous Research on Out-of-School Mathematics Learning and Parental Engagement
  • Children's Out-of-School Mathematics Learning
  • Research Connecting Out-of-School With Classroom Mathematics Learning
  • Parents' Role Supporting Children's Mathematics Learning
  • Parental Influences on Children's Learning at School
  • Parental Involvement in Schooling and Parental Engagement in Learning
  • Government Policies on Parental Engagement With Children's Learning
  • Why Do Interventions to Improve Parental Engagement in Mathematics Learning Often Fail?
  • Summary and Introduction to Next Chapters
  • 3. The Economic Activity and Mathematics Learning Project
  • Introduction
  • Children's Economic Activity From Their Own Point of View
  • Project Design
  • Phase 1: Survey
  • Phase 2: Exploring Out-of-School Economic Activity
  • Phase 3: Bringing Home to School
  • Method and Main Findings
  • Phase 1: Survey
  • Phase 2: Exploring Out-of-School Economic Activity
  • Phase 3: Bringing Home to School
  • Main Findings
  • Findings from Phase 3
  • Chapter Summary
  • 4. The Everyday Maths Project
  • Introduction
  • The Bristol Context
  • Designing and Conducting the Survey
  • Focus Groups With Parents
  • Planning the Workshops
  • Running the Workshops
  • Introductory Session
  • Workshop 1: Thinking About Everyday Family Activity
  • Workshop 2: Finding the Maths
  • Workshop 3: Thinking About Conversations With Children
  • Workshop 4: Review, Reflect and Future Plans
  • The Way the Workshops Played out in Different Schools
  • Parent-Led Workshops: The Importance of Relationships
  • Focus of Workshops
  • 5. The Politics of Purpose
  • Mathematics for Government and Schools
  • Multiple Purposes of Mathematics Education
  • Mathematics for Children and Young People
  • Parents' Aims in Engaging With Mathematics Learning: Do Parents Think They Need to Be Teachers?
  • Effective Partnership
  • Trust
  • 6. Methods of Engagement
  • Engaging With Schools
  • Enthusing Our Participants
  • Participants' Expectations About the Nature of Our Research
  • 7. The 'What' and the 'How' of Our Research: Working With Participants' Expectations
  • Starting With Activity: Understanding the Everyday
  • Mathematics in Context
  • The Boundaries of the School Curriculum
  • Preconceptions About How We Should Learn Mathematics
  • Stepping Away From Schoolified Mathematics
  • 8. Exploring Uncertain Territory: Stepping Into the Unknown
  • Boundary Concepts and Intellectual Shifts

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