Latina Mothers' Cultural Experiences, Beliefs, and Attitudes May Influence Children's Math Learning

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Research on STEM in Early Childhood (Table 6)

Abstract

Drawing from a qualitative approach and through individual pláticas (processes of co-constructing knowledge through dialogue) as a linguistic and cultural framework, this work explored informal contextual factors valued by Spanish-speaking Latina mothers of children ages three to five years old. Results revealed that Latina mothers have cultural forms of knowledge which impact their children’s educational experiences and engage in direct and indirect numeracy environments. While personal math experiences and home practices differed, Latina mothers experience and navigate their children’s learning based on sociocultural aspects, influencing how they support their children’s math learning. Patterns of family learning have several implications for educational practice, especially for Latine families whose parent participation is typically not as visible as White American English-speaking parents.

Author

• Susana Beltran-Grimm, Purdue University
  Presenting Author