Document Type
Conference Proceeding
Publication Date
2017
Department
Mathematics Education
Abstract
In Canada, parents’ growing concerns about the “new math” are drawing public attention. Rather than dismiss such concerns, understanding parents’ perspectives and garnering their support is essential to ongoing curriculum reform and children’s success. In this paper, we present results of a phenomenographic study examining parents’ conceptualization of the current mathematics curriculum. We focus specifically on parents’ responses to school-to-home communication regarding mathematics curriculum reform: (a) seeking out further information, (b) accepting communication as given, and (c) resisting information disseminated. We examine parents’ perceived communication through a postmodernist framework, that is to consider communication as (im)possible, inevitably political, and subjectless.
Recommended Citation
McFeetors, J., Yin, I., McGarvey, L., & Holm, J. (2017). Parents’ responses to communication on curriculum reform. 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. 172-175). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.