Name
Abstract | ||
|---|---|---|
Research indicates that people engage in rich mathematical practices in everyday activities, yet little is known about school-aged children's mathematics learning within the family context. This paper reports results of an interview study with 20 families to understand contexts and activities that engage mathematics in the family setting. The results indicate that problem solving is frequent activity, and that mathematics is engaged in accomplishing problem solutions in a range of contexts or situations. We describe features of math engaged problem solving and describe how it is value driven. We see multiple kinds of math and multiple people drawn into problem solving, and we identify socially distributed mathematical practices. These findings implicate the family as an under-recognized, yet rich source of math teaching and learning. |
Year | Venue | Keywords |
|---|---|---|
2010 | ICLS (1) | family context,multiple people,rich mathematical practice,rich source,multiple kind,mathematical practice,accomplishing problem solution,math teaching,family setting,everyday activity |
Field | DocType | Citations |
Social psychology,Interview study,Psychology,Mathematics education | Conference | 0 |
PageRank | References | Authors |
0.34 | 1 | 7 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Shelley V. Goldman | 1 | 22 | 5.94 |
| Roy D. Pea | 2 | 642 | 85.41 |
| Kristen P. Blair | 3 | 16 | 5.18 |
| Osvaldo Jimenez | 4 | 2 | 1.08 |
| Angela Booker | 5 | 2 | 0.99 |
| Lee Martin | 6 | 10 | 2.03 |
| Indigo Esmonde | 7 | 0 | 0.68 |