Power and identity in immigrant parents’ involvement in early years mathematics learning
| dc.contributor.author | Takeuchi, Miwa Aoki | |
| dc.date.accessioned | 2018-02-22T16:50:06Z | |
| dc.date.available | 2018-02-22T16:50:06Z | |
| dc.date.issued | 2017-08-01 | |
| dc.description.abstract | This study examined immigrant parents’ involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children’s appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children’s early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families. | en_US |
| dc.identifier.citation | Takeuchi, M. A. (2018). Power and identity in immigrant parents’ involvement in early years mathematics learning. Educational Studies in Mathematics, 97 (1), 39-53. doi: 10.1007/s10649-017-9781-4 | en_US |
| dc.identifier.doi | https://doi.org/10.1007/s10649-017-9781-4 | en_US |
| dc.identifier.issn | 1573-0816 | |
| dc.identifier.issn | 1573-0816 | |
| dc.identifier.uri | http://hdl.handle.net/1880/106399 | |
| dc.language.iso | en | en_US |
| dc.publisher | Springer Netherlands | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.hasversion | Pre-print | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.publisher.policy | http://www.sherpa.ac.uk/romeo/search.php?issn=1573-0816 | en_US |
| dc.rights | Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0 | en_US |
| dc.title | Power and identity in immigrant parents’ involvement in early years mathematics learning | en_US |
| dc.type | journal article |