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Swedish parents’ pe...
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Petersson, JöranMalmö universitet,Institutionen för skolutveckling och ledarskap (SOL),FoNS
(författare)
Swedish parents’ perspectives on home-school communication and year-one pupils learning of mathematics
- Artikel/kapitelEngelska2021
Förlag, utgivningsår, omfång ...
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Göteborg :Nationellt centrum för matematikutbildning (NCM),2021
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LIBRIS-ID:oai:DiVA.org:mau-41884
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https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41884URI
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Språk:engelska
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Sammanfattning på:engelska
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Ämneskategori:kon swepub-publicationtype
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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.
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Rosenqvist, EvaStockholms universitet,FoNS
(författare)
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Sayers, JudyUniversity of Leeds,FoNS
(författare)
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Andrews, PaulStockholms universitet,FoNS
(författare)
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Malmö universitetInstitutionen för skolutveckling och ledarskap (SOL)
(creator_code:org_t)
Sammanhörande titlar
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Ingår i:Bringing Nordic mathematics education into the futureGöteborg : Nationellt centrum för matematikutbildning (NCM), s. 201-208
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