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Crossing the border between home and school. Dominican parents’ perspectives on the teaching and learning of mathematics. (English)
Kitchen, Richard S. (ed.) et al., Transnational and borderland studies in mathematics education. London: Routledge (ISBN 978-0-415-88052-7/hbk; 978-0-203-84095-5/ebook). Studies in Mathematical Thinking and Learning Series, 23-45 (2011).
From the text: This study examines the perspectives of three Dominican mothers on the teaching and learning of mathematics. The Dominican parents in this study contribute their points of view on schooling in the United States (specifically in one elementary school in New York City) informed by their own educational experiences in the Dominican Republic. Although the ideas of any parent can inform issues of teaching and learning mathematics, these parents bring a special orientation. It may be that differences between their own educational experiences and those of their children are more stark than would be the case with parents educated solely in the United States (differences in facilities, for example, framing differences in classroom atmosphere, and instructional style). The voices of parents in the discourse on the teaching and learning of mathematics are often faint, if not missing. The purpose of this study then, was to give voice to the perspectives of these Dominican parents with regard to their own and their children’s mathematics education.
Classification: C60 C20 C70
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