Family Math for Non-English-Speaking Parents: Implications for Teacher Education

• In Event: Roundtable Session 20
  In Roundtable Session: Funds of Knowledge in Families’ Contributions to Education

Abstract

This study investigates bilingual pre-service teachers’ reflections about interview responses of low-income non-English speaking Latino parents collected at an after school Family Mathematics Learning Event, as well as by phone a week after the event. This paper reports on the pre-service teachers’ reflections of the interviews regarding what these parents reported learning from the FMLE, and what they perceived are the major obstacles for them to be involved in their children’s education. The findings show that despite barriers, these parents are very supportive of their children’s’ education. Implications for teacher preparation programs include providing pre-service teachers with opportunities to participate in school-community events where they thoroughly converse, engage, and interview parents, and where they dismantle misconceptions and negative perceptions of parents.

Authors

• Zulmaris Diaz, The University of Texas - Pan American

• Olga M. Ramirez, The University of Texas - Pan American

• Cherie A. McCollough, Texas A&M University - Corpus Christi