id: 06439883
dt: a
an: 2015c.00076
au: Mousoulides, Nicholas G.
ti: Using modeling-based learning as a facilitator of parentel engagement in
mathematics: the role of parents’ beliefs.
so: Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
4. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 265-272
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: C20 D40 D30 M10
ut: modeling; parental engagement; parents’ beliefs; modeling-based learning
ci:
li:
ab: Summary: Being part of a larger research project aimed at connecting
mathematics and science to the world of work by promoting mathematical
modeling as an inquiry based approach, the present study aimed to: (a)
describe parents’ beliefs about inquiry-based mathematical modeling
and parental engagement, and (b) explore the impact of a modeling-based
learning environment on enhancing parental engagement. Results from
semi-structured interviews with 19 parents from one elementary school
classroom revealed strong positive beliefs on their engagement in their
children learning, an appreciation of the modeling approach for
bridging school mathematics and home, and their willingness to
collaborate with teachers. Implications for parental engagement in
mathematics learning are discussed.
rv: