Melding Two Cultural Worlds: Black/African Immigrants' Involvement Strategy for Supporting Children's Mathematics Learning in Canada

• In Event: Expanding What Counts as Mathematical Activity and Entities

Abstract

We report a study that utilised the theoretical concepts of cultural capital and hybridity or third space to investigate the question; how do African immigrant families supports their children’s (10–15-year-olds) mathematics learning in Canada as they navigate through transitional times? Individual interviews and observational field notes from eight home visits over 12 weeks were collected from six African/Black immigrant parents from Sub-Saharan Africa living in a large metropolis in Canada. The results revealed that parents adjust their mathematics learning support for their children by melding their experiences from two “cultural worlds of education”:their home and host culture. The finding invite educators to consider ways of adopting culturally responsive ways of engaging immigrant families in their children’s mathematics learning.

Authors

• Kwesi Yaro, University of Alberta
  Presenting Author

• David Wagner, University of New Brunswick
  Non-Presenting Author