Parents' involvement in early years mathematics learning: The case of Japanese immigrant parents
Date
2016-11
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Abstract
A meaningful collaboration between schools and homes can enhance students’ opportunities to learn mathematics. The goal of this study is to understand how parents experience their involvement in children’s mathematics learning and how they describe their relationships with schools and teachers. This study utilizes the data collected from semi-structured interviews with Japanese immigrant families in Canada. Findings identified active parental involvement in children’s mathematics learning among this population. At the same time, findings also suggested the invisibility of school
mathematics learning for those parents. This study proposes creating boundary objects that can meaningfully bridge homes and schools.
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Keywords
parental involvement, early years mathematics education
Citation
Takeuchi, M.A. (2016). Parents’ involvement in early years mathematics learning: The case of Japanese immigrant parents. In M.B. Wood, E. E. Turner, M. Civil, & J.A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1115-1118). Tucson, AZ: The University of Arizona.