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Teachers discussions about parental use of implicit and explicit mathematics in the home

Crafter, Sarah and de Abreu, Guida (2011). Teachers discussions about parental use of implicit and explicit mathematics in the home. In: Seventh Conference of the European Society for Research in Mathematics Education , 9-11 February 2011, Rzeszow, Poland. (Unpublished)

URL: http://www.cerme7.univ.rzeszow.pl/WG/10/CERME7_WG1...
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Abstract

Embedding everyday mathematics in home learning is considered by educationalists as one of the best mediators for learning. There is also evidence that everyday mathematics, such as cooking or the use of board games, is not used as a resource for learning by all parents. This paper examines how teachers make sense of embedded everyday mathematics at home in relation to parents? practices. The theoretical concepts of Boundary Crossing and Implicit?Explicit practice will form the basis for this paper. Data comes from interviews with eight teachers who work in culturally diverse school settings. The analysis focuses on teachers? narratives about the complexities of shared boundary crossing and home constraints which make everyday mathematics learning problematic

Item Type: Conference Item
Copyright Holders: 2011 The Authors
Extra Information: Part of Working Group 10: Diversity and Mathematics Education: Social, Cultural and Political Challenges/Issues
Keywords: everyday mathematics; mathematics teachers; home learning; boundary crossin;, implicit/explicit
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 32420
Depositing User: Sarah Crafter
Date Deposited: 07 Feb 2012 11:57
Last Modified: 23 Oct 2012 14:24
URI: http://oro.open.ac.uk/id/eprint/32420
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