Let's Talk About Mathematics: Teachers Learning With and From Parents

• In Event: Foregrounding Cultural Ways of Being in Mathematics Teacher Education: Cases From Latinx and Pāsifika Communities

Abstract

Purpose. This paper draws on a research project aimed at developing a two-way dialogue between teachers and parents around mathematics. The current work extends the authors’ prior research on parental engagement in mathematics education (Author, 2006; 2011) by focusing on the opportunities for teachers to learn with and from parents. In particular, we address what are teachers learning from their interactions with parents?

Theoretical Framework. The project builds on three research bases, a) socio-cultural theory, in particular the work around funds of knowledge with a focus on in-school and out-of-school mathematics (Author, 2007; 2016; González, Moll, Amanti, 2005; Street, Baker, & Tomlin, 2005); b) anti-deficit studies with non-dominant parents (Delgado-Gaitan, 2012; Fennimore, 2017; Olivos, 2006; Valdés, 1996); and c) non-dominant parents’ perceptions about the teaching and learning of mathematics (Author, 2009; Abreu & Cline, 2005).

Methods and Data Sources. The work is situated in an elementary school that is 76% Latinx (mostly students of Mexican origin), 90% free / reduced lunch. A team of 11 Latina mothers and seven K-3 teachers (3 classroom teachers and 4 special education teachers) (5 Latina; 2 white, non-Latina) have been engaging in conversations about mathematics education and collaborating as co-facilitators of mathematics workshops for families. In this paper we draw on several sources of data to illustrate aspects of teachers’ learning: a videotaped teachers’ discussion of a funds of knowledge narrative; teachers’ written reports on their home visits with a focus on mathematics funds of knowledge; teachers and parents videotaped discussion of quotes related to the teaching and learning of mathematics; audiotaped teachers’ interviews; teachers and parents videotaped debriefings of mathematics workshops for families. The data analysis follows the principles of grounded theory (Corbin & Strauss, 2008). A first pass through the data led to a series of codes that were further refined and grouped through discussions within the research team. Some of the broad themes that emerged were: parents and mathematics; teachers’ roles; parents’ roles; language aspects (English /Spanish).

Results. Prior to this project, teachers reported having had limited experiences interacting with parents beyond traditional parent-teacher conferences. None of the teachers mentioned learning from the parents as their motivation to join the project. Teachers’ reflections focused on affective aspects (mothers’ visible confidence sharing their strategies; stronger relationship with parents (moving beyond language barrier); appreciation for the importance of family); they were less likely to report on parents as resources for learning (differences between parents’ mathematics and school mathematics pointing to an implicit unchallenged superiority of school knowledge; tenuous acknowledgement of families’ funds of knowledge). Teachers viewed issues with language (English/Spanish), different approaches to mathematics, and parents’ level of (formal) education as challenges that justified their role as teachers to “help” parents (in particular, for some of the special education teachers).

Significance. This study underscores the need for sustained opportunities for teachers to talk to and learn from and with parents. Doing this has the potential to transform (mathematics) teaching to reflect the voices, experiences, and knowledge of non-dominant families.

Authors

• Marta Civil, The University of Arizona

• Fany Salazar, The University of Arizona

• Jesus Acosta, The University of Arizona