Document Type
Conference Proceeding
Publication Date
2017
Department
Mathematics Education
Abstract
In this research report, we examine the perceptions that parents have regarding the use of multiple strategies in their children’s classrooms, and then align their perspectives with the research literature. The themes of adaptivity and flexibility of strategies, conceptual and procedural knowledge, disposition and identity, implementation of multiple strategies, and the lack of effectiveness for all students were found in the literature as well as within the parent comments. Some of the parents produced counter-examples from the literature based on their experiences with their own children. By understanding the varying notions that parents (and the literature) have about the use of multiple strategies in mathematics, we can begin to create a way to have productive conversations with parents about curriculum reform.
Recommended Citation
McGarvey, L., Holm, J., Luo, L., McFeetors, J., & Yin, I. (2017). Aligning research and parent perspectives of multiple strategies. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 148-151). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.