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ERIC Number: EJ1085794
Record Type: Journal
Publication Date: 2013-Jul
Pages: 15
Abstractor: As Provided
ISSN: EISSN-2151-2612
Young Children's Mathematics: Whose Home Practices Are Privileged?
Wager, Anita A.; Whyte, Kristin
Journal of Urban Mathematics Education, v6 n1 p81-95 Jul 2013
In this essay, the authors share a professional dialogue about the ways in which issues of power emerge in preschool classrooms when teachers endeavor to build on children's home and school mathematical experiences and understanding. From different perspectives, as early childhood and mathematics education researchers, the authors discuss ways in which data from teacher interviews and discussions collected during a professional development program provide evidence of whose knowledge is privileged. The authors use the dialogue to explore "what," "how," and "who" pre-K teachers most often privileged in their work with children and families in mathematics. And what effect that privileging had on power relationships.
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1019431