Power and identity in immigrant parents’ involvement in early years mathematics learning
- 673 Downloads
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.
KeywordsMathematics learning in and out of school Parental involvement Identity Power
I truly appreciate the participants in this study, who shared with me their insights and experiences. An earlier version of this manuscript was presented at the Eighth International Conference of Mathematics Education and Society and I am grateful for detailed comments and feedback I received there from Dr. Julia Aguirre, Dr. Marta Civil, and Dr. Rochelle Gutiérrez. I am thankful to Dr. Lesley Dookie and Dr. Armando Paulino Preciado Babb for their comments and feedback through our writing group.
Compliance with ethical standards
This study was supported by the Grant-in-Aid for Scientific Research [Grant number: 12 J02927] by the Japan Society for the Promotion of Science. Any opinions, findings and conclusions expressed herein do not necessarily reflect the views of the funding agency.
- Ascher, M. (1994). Ethnomathematics: A multicultural view of mathematical ideas. Boca Raton: CRC Press.Google Scholar
- Baker, D., Street, B., & Tomlin, A. (2003). Mathematics as social: Understanding relationships between home and school numeracy practices. For the Learning of Mathematics, 23(3), 11–15.Google Scholar
- Ball, W. (1888). A short account of the history of mathematics. London: Macmillan.Google Scholar
- Caswell, B., Esmonde, I., & Takeuchi, M. (2011). Towards culturally relevant and responsive teaching of mathematics. In C. Rolheiser, M. Evans, & M. Gambhir (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices (pp. 64–71). Toronto: Ontario Institute for Studies in Education.Google Scholar
- Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). New York: Teachers College Press.Google Scholar
- Civil, M., Díez-Palomar, J., Menéndez, J., & Acosta-Iriqui, J. (2008). Parents’ interactions with their children when doing mathematics. Adults Learning Mathematics: An International Journal, 3(2a), 41–58.Google Scholar
- Civil, M., & Planas, N. (2010). Latino/a immigrant parents’ voices in mathematics education. In E. Grigorenko & R. Takanishi (Eds.), Immigration, diversity, and education (pp. 130–150). New York: Routledge.Google Scholar
- Committee of Localities With a Concentrated Foreigner Population [Gaikokujin Shujyu Toshi Kaigi]. 2012. Report on the 2012 Tokyo conference for the committee of localities with a concentrated foreigner population [Gaikokujin Shujyu Toshi Kaigi Tokyo 2012 Houkokusho]. Retrieved September 29, 2016, from http://www.shujutoshi.jp/.
- D’Ambrosio, U. (2006). Ethnomathematics: Link between traditions and modernity. Rotterdam: Sense Publishers.Google Scholar
- Davis, B., & Preciado Babb, A. P. (2015). Secondary mathematics instruction and student diversity. In J. J. W. Andrews & J. L. Lupart (Eds.), Diversity education: Understanding and addressing diversity (pp. 520–547). Toronto: Nelson Education.Google Scholar
- de Abreu, G., & Cline, T. (2007). Social valorization of matheamtics practices: The implications for learners in multicultural schools. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 118–132). New York: Teachers College Press.Google Scholar
- Fairclough, N. (1989). Language and power. New York: Longman.Google Scholar
- Gay, G. (2009). Preparing culturally responsive mathematics teachers. In B. Greer, S. Mukhopadhyay, S. Nelson-Barber, & A. Powell (Eds.), Culturally responsive mathematics education (pp. 189–206). New York: Routledge.Google Scholar
- Gray, E. (2001). Cajun multiplication: A history, description, and algebraic verification of a peasant algorithm. The LATM Journal, 1(1), 1–7.Google Scholar
- Greer, B., Mukhopadhay, S., & Roth, W. M. (2013). Celebrating diversity, realizing alternatives. In W. M. Roth, L. Verschaffel, & S. Mukhopadhyay (Eds.), Alternative forms of knowing (in) mathematics: Celebration of diversity of mathematical practices. Sense: Rotterdam.Google Scholar
- Holland, D., Skinner, D., Lachicotte Jr., W., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge: Harvard University Press.Google Scholar
- Ministry of Education, Culture, Sports, Science and Technology. (2008). The courses of study: Arithmetic. Retrieved December 13, 2015, http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/syo/san.htm
- Office for National Statistics. (2013). Language in England and Wales: 2011. Retrieved September 29, 2016, from http://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/language/articles/languageinenglandandwales/2013-03-04
- Organisation for Economic Co-operation and Development. (2013). PISA 2012 results: Excellence through equity: Giving every student a chance to succeed. Paris: OECD Publishing.Google Scholar
- Statistics Canada. (2012). Linguistic characteristics of Canadians. Ottawa: Canada Statistics Canada.Google Scholar
- Takeuchi, M. (2015). Non-dominant students’ and their parents’ mathematical practices at home. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37 th annual meeting of the north American chapter of the International Group for the Psychology of mathematics education (pp. 566–570). East Lansing: Michigan State University.Google Scholar
- United States Census Bureau. (2013). Language use in the United States 2011. Retrieved December 13, 2015, from http://www.census.gov/prod/2013pubs/acs-22.pdf
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
- Wertsch, J. (1998). Mind as action. New York: Oxford University Press.Google Scholar
- Willey, C. (2008). Immigrant Latina mothers' participation in a community mathematization project. Adults Learning Mathematics: An International Journal, 3(2a), 29–40.Google Scholar