Improving parental engagement in early mathematics learning.

提高家长对早期数学学习的参与度。

• 批准号: 2741216
• 金额: --
• 依托单位: Loughborough University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2741216
• 关键词: Improving; parental; engagement; early; mathematics

AbstractThis project aims to explore children's mathematics learning interaction out-of-school and investigate successful mathematics learning in the Early Years Foundation Stage. It will address questions regarding how Early Years teachers can encourage positive interactions and coordination of mathematics learning between home and school. It is hoped that this research will contribute to knowledge of parental-engagement in early mathematics learning and lead to more effective interventions to improve parental engagement in this area.BackgroundIt is widely recognised that parents and families are the primary educators of children and are responsible for laying down the social and intellectual foundations for their learning and development (West et al., 1998). Parental support benefits all aspects of children's learning, including their numeracy development (Melhuish et al., 2008). A variety of different contributions have been studied; for example, Fan and Williams (2010) showed that the frequency with which parents engage with extracurricular activities including sports events and holidays, is positively related with children's self-efficacy and achievement in mathematics, and Chiu and Xihua (2008) showed that provision of learning resources and activity at home, for example, books, music, and discussion of everyday facts, is likewise associated with improvement in children's mathematics achievement.Although research studies generally agree that parents have an important influence on children's mathematics learning, evidence also suggests that interventions to raise attainment of parental involvement are rarely successful (Gorard & Huat See, 2013). Gorard and Huat See's meta-analysis of parental involvement interventions found limited evidence for any positive effect and some evidence of a negative effect. Patall et al., (2008) found a positive correlation between parental involvement in homework and children's achievement in reading but the effect of parental involvement on children's achievement in mathematics was negative. This may relate to another finding of this meta-analysis concerning differential effects of different forms of parental involvement in homework. When parents were directly involved in the content of homework, then there was a positive effect on children's achievement. However, when involvement consisted of simply monitoring homework completion, there was a negative effect. Research from elsewhere in the literature (e.g., Peters, Seeds, Goldstein, & Coleman, 2008) suggests that parents may find it more difficult to provide support and help with children's mathematics homework than in other subject areas, such as reading and writing, because of their own attitudes toward, and levels of achievement in, mathematics.Research questions:How do Early Years teachers encourage parental engagement in children's mathematics learning?What are promising setting-led interventions for improving parental engagement in children's early mathematics learning?Can an effective intervention be designed to improve parental engagement in children's mathematics learning in pre-school and Reception classes? MethodologyBuilding on previous research, this project will employ participatory design methods, working with teachers and parents to develop workshops to improve parental engagement. It will include an initial phase of semi-structured individual or small-group interviews, to explore the needs and perceptions of early years teachers and parents about mathematics learning for this age group. This phase would inform the design and evaluation phases of the project. Sampling will ensure diversity in pupil populations and teacher experience. The design and evaluation phases will draw on participatory design research methods, employing an iterative cycle of designing, testing and refining resources and activities with user groups, including both teachers and parents.

摘要本研究旨在探讨儿童在校外数学学习的互动关系，并探讨儿童在早期基础阶段数学学习的成效。它将解决有关早期教师如何鼓励家庭和学校之间的数学学习的积极互动和协调的问题。我们希望这项研究将有助于了解家长参与早期数学学习的情况，并导致更有效的干预措施，以提高家长在这一领域的参与。背景人们普遍认为，父母和家庭是儿童的主要教育者，并负责为他们的学习和发展奠定社会和智力基础（West等人，1998年）。父母的支持有利于儿童学习的各个方面，包括他们的算术发展（Melhuish等人，2008年）。研究了各种不同的贡献;例如，Fan和威廉姆斯（2010年）表明，父母参与课外活动（包括体育赛事和假期）的频率与儿童的自我效能感和数学成绩呈正相关，Chiu和Xihua（2008年）表明，在家中提供学习资源和活动，例如书籍，音乐，虽然研究普遍认为父母对儿童的数学学习有重要影响，但有证据表明，提高父母参与程度的干预措施很少成功（Gorard & Huat See，2013）。Gorard和Huat See对父母参与干预措施的荟萃分析发现，任何积极影响的证据都很有限，但也有一些负面影响的证据。Patall等人，（2008）发现，家长参与家庭作业与儿童阅读成绩呈正相关，但家长参与对儿童数学成绩的影响是负面的。这可能与本荟萃分析的另一项发现有关，即不同形式的父母参与家庭作业的影响不同。当父母直接参与家庭作业的内容时，对孩子的成绩有积极的影响。然而，当参与只是简单地监督家庭作业完成，有一个负面影响。文献中其他地方的研究（例如，Peters，Seeds，Goldstein，&科尔曼，2008）认为，父母可能会发现，与其他学科领域（如阅读和写作）相比，在孩子的数学作业方面提供支持和帮助更为困难，因为他们自己对数学的态度和成就水平不同。研究问题：幼儿园教师如何鼓励父母参与孩子的数学学习？什么是有前途的设置为主导的干预措施，以提高家长参与儿童的早期数学学习？能否设计一种有效的干预措施来提高家长对学前班和接待班儿童数学学习的参与？方法在以往研究的基础上，本项目将采用参与式设计方法，与教师和家长合作开发研讨会，以提高家长的参与度。它将包括一个半结构化的个人或小组访谈的初始阶段，探索早期教师和家长对这个年龄组数学学习的需求和看法。这一阶段将为项目的设计和评价阶段提供信息。抽样将确保学生群体和教师经验的多样性。设计和评估阶段将借鉴参与式设计研究方法，采用与包括教师和家长在内的用户群体设计、测试和完善资源和活动的迭代周期。