Home to School: Numeracy Practices and Mathematical Identities

Autor/inn/en	Anderson, Diane Downer; Gold, Eva
Titel	Home to School: Numeracy Practices and Mathematical Identities
Quelle	In: Mathematical Thinking & Learning: An International Journal, 8 (2006) 3, S.261-286 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1207/s15327833mtl0803_4
Schlagwörter	Urban Areas; Preschool Children; Underachievement; Family School Relationship; Numeracy; Preschool Teachers; Teacher Attitudes; Parent Teacher Cooperation; Mathematics Instruction + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Performance deficiency; Leistungsschwäche; Rechenkompetenz; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Mathematics lessons; Mathematikunterricht
Abstract	Drawing on a perspective of mathematics as situated social practice, we focus on 4 children in an urban preschool classroom and follow those children between home and school sites to shed light on urban children's persistent underachievement in mathematics. In this article, we describe the ways in which numeracy practices travel with children between home and school and, within those contexts, shape complex and sometimes limited social identities for children. We found that school imperatives, such as assessments and socialization curricula, often obscure teachers' views of children's mathematical practices. Deficit assumptions about family and community support for children, and limited interaction between caregivers and teachers, further contribute to the tendency of school personnel to overlook the mathematical practices that children bring with them to school. We further suggest that vignettes drawn from ethnographic-type research such as this have potential for professional development for classroom teachers. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10