An often-misunderstood aspect of learning, parental engagement is key to childrens learning across all subjects. However, mathematics especially is perceived as an area in which out-of-school and home learning is absent. Tim Jay and Jo Rose, the authors of Parental Engagement and Out-of-School Mathematics Learning, confront this misconception.
The authors conclusions are drawn from two large research projects that investigate both childrens and their parents mathematical thinking and learning outside of school, discovering the mathematics involved in everyday activities. The practical and theoretical findings demonstrate a new approach to educational research that subverts and disrupts traditional models and approaches to help harmonise school and home learning.
Challenging preconceived ideas and supporting children to acquire mathematical understandings, Parental Engagement and Out-of-School Mathematics Learning informs innovative and vital educational policy and practice.
Challenging preconceived ideas and supporting children to acquire mathematical understandings, Parental Engagement and Out-of-School Mathematics Learning informs innovative and vital educational policy and practice.
Foreword; Janet Goodall
Chapter
1. Introduction
Chapter
2. Previous Research on Out-of-School Mathematics Learning and
Parental Engagement
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3. The Economic Activity and Mathematics Learning Project
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4. The Everyday Maths Project
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5. The Politics of Purpose
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6. Methods of Engagement
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7. The What and the How of Our Research: Working with
Participants Expectations
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8. Exploring Uncertain Territory: Stepping into the Unknown
Chapter
9. The Ethics of Disruption
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10. Scaling up the Everyday Maths Workshops
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11. Concluding Thoughts
Tim Jay is Professor of Psychology of Education and Head of the Department of Mathematics Education at Loughborough University, UK.
Jo Rose is Associate Professor in Social Psychology of Education, School of Education Centre for Psychological Approaches for Studying Education, University of Bristol, UK.
