Power and identity in immigrant parents’ involvement in early years mathematics learning

Simple item page
dc.contributor.authorTakeuchi, Miwa Aoki
dc.date.accessioned2018-02-22T16:50:06Z
dc.date.available2018-02-22T16:50:06Z
dc.date.issued2017-08-01
dc.description.abstractThis study examined immigrant parents’ involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children’s appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children’s early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families.en_US
dc.identifier.citationTakeuchi, M. A. (2018). Power and identity in immigrant parents’ involvement in early years mathematics learning. Educational Studies in Mathematics, 97 (1), 39-53. doi: 10.1007/s10649-017-9781-4en_US
dc.identifier.doihttps://doi.org/10.1007/s10649-017-9781-4en_US
dc.identifier.issn1573-0816
dc.identifier.issn1573-0816
dc.identifier.urihttp://hdl.handle.net/1880/106399
dc.identifier.urihttps://doi.org/10.11575/PRISM/46353
dc.language.isoenen_US
dc.publisherSpringer Netherlandsen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionPre-printen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttp://www.sherpa.ac.uk/romeo/search.php?issn=1573-0816en_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.titlePower and identity in immigrant parents’ involvement in early years mathematics learningen_US
dc.typejournal article
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Takeuchi ESM (pre-publication version).pdf
Size:
718.31 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.92 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Werklund School of Education Research & Publications