| 000 | 03355nam a2200481Ii 4500 | ||
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| 001 | 9781787697072 | ||
| 003 | UtOrBLW | ||
| 005 | 20241107164240.0 | ||
| 006 | m o d | ||
| 007 | cr un||||||||| | ||
| 008 | 230811t20232023enk ob 001 0 eng d | ||
| 020 |
_a9781787697072 _q(e-book) |
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| 040 |
_aUtOrBLW _beng _erda _cUtOrBLW |
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| 043 | _ae-uk--- | ||
| 050 | 4 |
_aQA135.6 _b.J39 2023 |
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| 072 | 7 |
_aEDU029010 _2bisacsh |
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| 072 | 7 |
_aJNU _2bicssc |
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| 080 | _a374 | ||
| 082 | 0 | 4 |
_a372.7 _223 |
| 100 | 1 |
_aJay, Tim, _eauthor. |
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| 245 | 1 | 0 |
_aParental engagement and out-of-school mathematics learning : _bbreaking out of the boundaries / _cTim Jay (Loughborough University, UK) and Jo Rose (University of Bristol, UK). |
| 264 | 1 |
_aBingley, U.K. : _bEmerald Publishing Limited, _c2023. |
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| 264 | 4 | _c©2023 | |
| 300 | _a1 online resource (176 pages). | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 0 | _aEmerald studies in out-of-school learning | |
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | _aForeword / Janet Goodall -- Chapter 1. Introduction -- Chapter 2. Previous research on out-of-school mathematics learning and parental engagement -- Chapter 3. The economic activity and mathematics learning project -- Chapter 4. The everyday maths project -- Chapter 5. The politics of purpose -- Chapter 6. Methods of engagement -- Chapter 7. The "what" and the "how" of our research: Working with participants' expectations -- Chapter 8. Exploring uncertain territory: Stepping into the unknown -- Chapter 9. The ethics of disruption -- Chapter 10. Scaling up the everyday maths workshops -- Chapter 11. Concluding thoughts. | |
| 520 | _aAn often-misunderstood aspect of learning, parental engagement is key to children’s learning across all subjects. However, mathematics especially is perceived as an area in which out-of-school and home learning is absent. Tim Jay and Jo Rose, the authors of Parental Engagement and Out-of-School Mathematics Learning, confront this misconception. The authors conclusions are drawn from two large research projects that investigate both children’s and their parents mathematical thinking and learning outside of school, ‘discovering’ the mathematics involved in everyday activities. The practical and theoretical findings demonstrate a new approach to educational research that subverts and disrupts traditional models and approaches to help harmonise school and home learning. Challenging preconceived ideas and supporting children to acquire mathematical understandings, Parental Engagement and Out-of-School Mathematics Learning informs innovative and vital educational policy and practice. | ||
| 588 | 0 | _aPrint version record. | |
| 650 | 0 |
_aMathematics _xStudy and teaching (Elementary) _xParent participation _zGreat Britain. |
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| 650 | 0 |
_aParent-teacher relationships _zGreat Britain. |
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| 650 | 0 |
_aHome and school _zGreat Britain. |
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| 650 | 7 |
_aEducation _xTeaching / Subjects / Mathematics. _2bisacsh |
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| 650 | 7 |
_aTeaching of a specific subject. _2bicssc |
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| 700 | 1 |
_aRose, Jo, _eauthor. |
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| 776 | 0 | 8 |
_iPrint version: _z9781787697065 |
| 776 | 0 | 8 |
_iPDF version: _z9781787697058 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1108/9781787697058 |
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_2lcc _cEB |
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| 999 |
_c654 _d654 |
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