Torres Strait Island Parents’ Involvement in their Children’s Mathematics Learning: A Discussion paper
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2009
- doi: 10.7202/1069336ar
Ce document est lié à :
First Peoples Child & Family Review : An Interdisciplinary Journal Honouring the Voices, Perspectives, and Knowledges of First Peoples through Research, Critical Analyses, Stories, Standpoints and Media Reviews ; vol. 4 no. 2 (2009)
Copyright ©, 2009BronwynEwing
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Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Bronwyn Ewing, « Torres Strait Island Parents’ Involvement in their Children’s Mathematics Learning: A Discussion paper », First Peoples Child & Family Review: An Interdisciplinary Journal Honouring the Voices, Perspectives, and Knowledges of First Peoples / Revue des enfants et des familles des Premiers peuples: Un journal interdisciplinaire honorant les voix, les perspectives et les connaissances des Premiers peuples, ID : 10.7202/1069336ar
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Résumé
This paper is a beginning point for discussing what the literature states about parents’ involvement in their children’s mathematics education. Where possible it will focus on Torres Strait Islander Peoples. Little is known about how Torres Strait Islander parents approach their children’s learning of mathematics and how important early mathematics is to mothers. What is known is that is they are keen for their children to receive an education that provides them with opportunities for their present and future lives. However, gaining access to education is challenging given that the language of instruction in schools is written to English conventions, decontextualised and disconnected from the students’ culture, community and home language. This paper discusses some of the issues raised in the literature about what parents are confronted with when making decisions about their children’s education.