Supporting parents to co-produce differentiated learning opportunities in mathematics. Issue 5 (4th July 2022)

• Record Type: Journal Article
• Authors: Daniel, Leah; Doyle, Tanya; Kaesehagen, Colleen
• Is Part Of: Education 3-13. Volume 50:Issue 5(2022)
• Page Start: 612
• Page End: 626
• Publication Date: 2022-07-04
• Subjects: Parent engagement -- primary mathematics homework -- co-production -- multiplicative thinking -- design-based research; Education -- Great Britain -- Periodicals; Education, Primary -- Periodicals; Education, Elementary -- Periodicals; 372.942
• DOI: 10.1080/03004279.2021.1878253
• Languages: English
• ISSNs: 0300-4279

Abstract

ABSTRACT: The complex relationship between schools, parents and children surrounding mathematics homework is one that is yet to be fully resolved. In a contribution to reconfiguring mathematics homework, a take-home mathematics games kit focusing on multiplication was trialled with primary school children and their parents. Diary and interview data from nine parent participants showed evidence of parents co-producing meaningful engagement experiences that were differentiated by mathematical complexity, their children's dispositions and interests, and family routine. The findings suggest that flexible offerings of homework tasks underpinned by a core idea can support parents' opportunities to engage deeply with their children's learning.