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Family maths and complexity theory. (English)
Paditz, Ludwig (ed.) et al., Proceedings of the 10th international conference “Models in Developing Mathematics Education”, Dresden, Saxony, Germany, September 11‒17, 2009. Dresden: Hochschule für Technik und Wirtschaft (ISBN 83-919465-9-2). 579-583 (2009).
Summary: The importance of family involvement is highlighted by findings that parents’ behaviours, beliefs and attitudes affect children’s behaviour in a major way. The family maths programme, which is the focus of this study, provides support for the transformative education practices targeted by the South African department of education by offering an intervention which includes teachers, learners and their families in an affirming learning community. In this study participating parents were interviewed to investigate their perceptions of the family maths programme mainly in terms of their engagement, enjoyment and confidence levels. The major themes and ideas that were generated in this study include the development of positive attitudes, parents and children working and talking together, and the skills exhibited by family maths facilitators. These findings are analysed within the parameters of complexity science and the pre-requisite conditions for developing a complex learning community, viz. internal diversity, redundancy, decentralized control, organised randomness and neighbour interactions.
Classification: D40 C60
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