NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1008395
Record Type: Journal
Publication Date: 2013-Mar
Pages: 8
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1073-5836
Learning Together
Knapp, Andrea K.; Jefferson, Vetrece M.; Landers, Racheal
Teaching Children Mathematics, v19 n7 p432-439 Mar 2013
The old adage goes, "Parents are their children's first and most important teachers." Yet when it comes to mathematics, parents often feel inadequate to help their children with homework tasks, let alone teach them important content. Compounding the problem of low parental knowledge of mathematics, parents' "perceived" inadequacies or indifference toward helping their children understand mathematics can frustrate teachers. A breeding ground of misunderstanding between parents and teachers can develop when each holds expectations that the other party is not equipped to deliver. Thus, although parental involvement and student achievement are strongly linked, parents are often not tapped as resources for helping children learn mathematics in standards-based school environments (Jackson and Remillard 2005; Peressini 1998). In this article, the authors describe a program designed to enrich schools mathematically by involving parents. (Contains 2 tables and 2 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A