Why parents can’t always get what theythink they want为什么父母总是不能得到他们认为他们想要的.pptVIP

Why parents can’t always get what they (think they) want Tim Jay, Jo Rose, Ben Simmons Graduate School of Education, University of Bristol Background Previous project – “Children’s economic activity and mathematics learning” Investigated children’s (8, 11, 14 years old) out-of-school economic activity through combination of activities Explored the mathematical thinking in these activities – in focus groups and then, in subsequent studies, in classroom activity Moving forward Children engage in a great variety of economic activity, providing a valuable resource for mathematical thinking The extent to which this resource is understood as such by children varies We agree, to some extent, with Hughes et al. – that schools may struggle to incorporate the diversity of out-of-school learning in classroom activity Related work What do we know about parents and their children’s maths learning? Home maths talk appears to be important in various ways – e.g. Bloom Wynn, 1992; Chang, Sandhofer Brown, 2011; Melhuish et al. 2008 But much of this kind of research is with preschool children and early number concepts Related work Existing literature often focuses on parents’ abilities to help with classroom tasks Evidence on homework is mixed (Patall, Cooper Robinson, 2008) Cultural capital (e.g. Chiu Xihua, 2008) and engagement with extra-curricular activities (Fan Williams, 2009) are predictors of maths self-efficacy and achievement Engagement with maths Concerns about adult numeracy in UK; e.g. Houtkoop Jones, 1999, reporting on OECD survey (and more recent publication of latest OECD survey) Skills for Life survey (BIS, 2012) found that approximately half of adults aged 16-65 had numeracy abilities below the average 11 year-old Few recent large-scale assessments of attitudes, but picture is generally negative (e.g. Williams, 2008) Engagement with schools Schools often good at engaging parents in school life, but more difficult to engage parents in pupil learning (Harris G