Parents' involvement in early years mathematics learning: The case of Japanese immigrant parents

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dc.contributor.authorTakeuchi, Miwa Aoki
dc.date.accessioned2016-11-14T15:59:59Z
dc.date.available2016-11-14T15:59:59Z
dc.date.issued2016-11
dc.description.abstractA 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.en_US
dc.description.grantingagencyJapan Society for Promotion of Scienceen_US
dc.description.refereedYesen_US
dc.identifier.citationTakeuchi, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31725
dc.identifier.grantnumberGrants-in-Aid for Scientific Researchen_US
dc.identifier.urihttp://hdl.handle.net/1880/51746
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsAttribution Non-Commercial No Derivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectparental involvementen_US
dc.subjectearly years mathematics educationen_US
dc.titleParents' involvement in early years mathematics learning: The case of Japanese immigrant parentsen_US
dc.typeunknown
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