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Parent-initiated ac...
Parent-initiated activities in support of Swedish year-one children’s learning of mathematics : age-appropriate complements to school?
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- Petersson, Jöran (författare)
- Malmö universitet,Institutionen för skolutveckling och ledarskap (SOL)
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- Sayers, Judy (författare)
- Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik,Faculty of Education Social Sciences and Law, University of Leeds, Leeds, UK;Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden
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- Rosenqvist, Eva (författare)
- Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik,Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden
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- Andrews, Paul (författare)
- Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik,Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden;VIA University College, Aarhus, Denmark
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(creator_code:org_t)
- 2022-01-27
- 2022
- Engelska.
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Ingår i: International Journal of Early Years Education. - : Taylor & Francis. - 0966-9760 .- 1469-8463. ; 30:4, s. 831-846
- Relaterad länk:
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https://doi.org/10.1...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- In this paper, motivated in part by evidence that Swedish teachers are sceptical of parents’ abilities to offer appropriate support, we present an exploratory investigation of the activities Swedish parents initiate to facilitate their year-one (first grade) children’s learning of mathematics. Data, derived from 25 semi-structured interviews conducted with parents from three demographically different schools, were subjected to constant comparison analyses and yielded three broad categories of activity. These concerned the use of games in the learning of mathematics, contextualised mathematics activities like cooking and shopping, and decontextualised mathematics activities like systematic counting. Collectively, the results indicate that while parents of year-one children are confident supporting their children’s learning of mathematics, they are also conscious of the need to avoid both undermining schools’ efforts and exacerbating educational inequity. With few exceptions, the activities parents described were age-appropriate and more likely to complement teachers’ actions than not.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- Year-one pupils
- parental involvement
- mathematics learning
- home-initiated activity
- Sweden
- semi-structured interview
- Matematikens didaktik
- Mathematics education
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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