Parent-Initiated Activities in Support of Swedish Year-One Children's Learning of Mathematics: Age-Appropriate Complements to School?

Autor/inn/en	Petersson, Jöran; Sayers, Judy; Rosenqvist, Eva; Andrews, Paul
Titel	Parent-Initiated Activities in Support of Swedish Year-One Children's Learning of Mathematics: Age-Appropriate Complements to School?
Quelle	In: International Journal of Early Years Education, 30 (2022) 4, S.831-846 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petersson, Jöran) ORCID (Sayers, Judy) ORCID (Andrews, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2029364
Schlagwörter	Foreign Countries; Parents as Teachers; Children; Grade 1; Mathematics Instruction; Learning Activities; Home Study; Developmentally Appropriate Practices; Supplementary Education; Evidence Based Practice; Teacher Attitudes; Mathematics Activities; Sweden + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; School year 01; 1. Schuljahr; Schuljahr 01; Mathematics lessons; Mathematikunterricht; Lernaktivität; Entwicklungsbezogene Bildung; Ergänzungsunterricht; Lehrerverhalten; Schweden
Abstract	In this paper, motivated in part by evidence that Swedish teachers are sceptical of parents' abilities to offer appropriate support, we present an exploratory investigation of the activities Swedish parents initiate to facilitate their year-one (first grade) children's learning of mathematics. Data, derived from 25 semi-structured interviews conducted with parents from three demographically different schools, were subjected to constant comparison analyses and yielded three broad categories of activity. These concerned the use of games in the learning of mathematics, contextualised mathematics activities like cooking and shopping, and decontextualised mathematics activities like systematic counting. Collectively, the results indicate that while parents of year-one children are confident supporting their children's learning of mathematics, they are also conscious of the need to avoid both undermining schools' efforts and exacerbating educational inequity. With few exceptions, the activities parents described were age-appropriate and more likely to complement teachers' actions than not. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01