DOI
https://doi.org/10.25772/JMZ6-XA62
Defense Date
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
William Muth, PhD
Second Advisor
Aimee Ellington, PhD
Third Advisor
Hillary Parkhouse, PhD
Fourth Advisor
Lynn Pelco, PhD
Abstract
This qualitative study explored a mathematics workshop for parents and the impact on a parent’s mathematical content knowledge in rational numbers, perceptions of current instructional practices, and parental beliefs in supporting their children in learning mathematics. A 6-week parent workshop on rational numbers was offered in a rural middle school. Data sources included interviews and workshop audio transcriptions. This study concluded that a mathematics workshop supports parents in developing a conceptual understanding of rational numbers and rational number operations. Furthermore, parents recognized the importance of discourse, representation, and justification for building conceptual understanding in mathematics. Parents, who participated in the workshops, were more open to the use of standards based instructional practices for developing conceptual understanding. Parental engagement in mathematics should include discourse at home to help students justify and explain their thinking. Questions related to the teaching of non-standard procedures without building a conceptual understanding hindered many parents from completely accepting new instructional practices.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-9-2019