Exploring Images of Parental Participation in Mathematics Education: Challenges and Possibilities

By M. Civil, Emily P. Bernier. Urban Parents' Perspectives on Children's Mathematics Learning and Issues of Equity in Mathematics Education, 2006

86 citations recorded by the source corpus.

In this article, we draw on research within a large project on parental involvement in mathematics education in working-class Latino communities. Our research is situated within a sociocultural framework and, in particular, the concept of funds of knowledge. We also draw on research on parental involvement in education, particularly that which critically examines issues of power and perceptions of parents. We build on the concept of dialogic learning and on the characterization of parents as intellectual resources and present a model for parental involvement in mathematics in which parents engage as (a) parents, (b) learners, (c) facilitators, and (d) leaders. In particular, in this article, we focus on the third component—parents as facilitators of mathematics workshops for the community at large—centering on some of the challenges as parents and teachers engage in this type of collaboration. We also look at the possibilities afforded by a model for parental involvement that views parents as intellectual resources. By looking at examples of interactions among parents and teachers, and among parents and children, in mathematics workshops, we challenge conventional notions about parental involvement—in particular, as they apply to working-class, language/ethnic "minority" parents.

Subfields: Education

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Citations in the corpus

A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Nicol and Crespo (2006) examined how four PSTs selected and adapted tasks from mathematics textbooks, including adaptations that reflected ideas about CMT and CFoK.”