Swedish parents’ perspectives on home-school communication and year-one pupils learning of mathematics

Petersson, JöranMalmö universitet,Institutionen för skolutveckling och ledarskap (SOL),FoNS (author)

In this paper we explore parents’ perspectives on home-school communication with respect to year-one pupils’ learning of early numeracy. Constant comparison analyses of semi-structured interviews identified three forms of communication. The first, a weekly information letter, was appreciated and typically functioned as a starter for conversations with children about their learning of early numeracy. The second, the development talk, was appreciated as an indicator of a child’s progress, but proved controversial in the presentation of mixed messages to parents and limited with respect to helping parents support future mathematical learning. The third, parent-initiated contact, was discussed in ways that masked parents’ reasons for making contact and prevented, therefore, any insights into their contribution to mathematical learning. Some implications are discussed.

Rosenqvist, EvaStockholms universitet,FoNS (author)
Sayers, JudyUniversity of Leeds,FoNS (author)
Andrews, PaulStockholms universitet,FoNS (author)
Malmö universitetInstitutionen för skolutveckling och ledarskap (SOL) (creator_code:org_t)

In:Bringing Nordic mathematics education into the futureGöteborg : Nationellt centrum för matematikutbildning (NCM), s. 201-208

By the author/editor: Petersson, Jöran; Rosenqvist, Eva; Sayers, Judy; Andrews, Paul

About the subject

SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Pedagogical Work

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