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Home environment and activities: The...

Caywood, Kay Dee,

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Home environment and activities: The use of math skills across ethnic populations /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Home environment and activities: The use of math skills across ethnic populations // Kay Dee Caywood.
Author:	Caywood, Kay Dee,
Description:	1 electronic resource (356 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 55-04, Section: A.
Contained By:	Dissertations Abstracts International55-04A.
Subject:	Educational sociology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9317218
ISBN:	9798207222660

Home environment and activities: The use of math skills across ethnic populations /
Caywood, Kay Dee,

Home environment and activities: The use of math skills across ethnic populations /Kay Dee Caywood. - 1 electronic resource (356 pages)

Source: Dissertations Abstracts International, Volume: 55-04, Section: A.

The purpose of this research was to contribute to our understanding of the out-of-school math activities in which children across diverse ethnic groups are engaged. Here, an examination of such out-of-school activities as practiced by twenty-one third grade boys, representative of three diverse ethnic populations in the United States, is offered. The research was conducted in two phases. The first phase involved the observation of three families (Anglo-American, Hispanic-American, and Chinese-American) for forty-five hours each. Parents and children were interviewed to elicit information about the use of math skills and their individual attitudes toward formal math training in school. This phase resulted in a clear picture of after school activities in each family, especially those activities related to math skills taught in the classroom. Although all three families valued success in the classroom, different homework schedules and out-of-school activities were discovered within each home. Such differences, though slight, are shown to be related in some way to cultural concepts of learning math skills. In the second phase, an additional eighteen third grade boys and their parents were surveyed concerning out-of-school math activities including homework. This group included six families from each of the three ethnic populations. Activities were evaluated according to the number and level of math skills needed to solve each. Some parents were observed providing materials to supplement assigned homework, such as workbooks, practice problems, and math tutors. Other parents merely offered explanations in responding to a higher level of numerical skills; whereas in others, parents provided more focus on non-numerical skills such as the use of measurement, patterns and functions, and logic. Similar characteristics were found within families that valued math achievement and encouraged students to complete math homework. Parents made different arrangements to supervise homework when they could not be present. Findings suggest that moderately different attitudes towards learning math skills, especially regarding their overall importance in one's life, may exist both within and between members of the ethnic populations studied here.

English

ISBN: 9798207222660Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Anglo-American

Home environment and activities: The use of math skills across ethnic populations /
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245 1 0 $a Home environment and activities: The use of math skills across ethnic populations / $c Kay Dee Caywood.
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520 $a The purpose of this research was to contribute to our understanding of the out-of-school math activities in which children across diverse ethnic groups are engaged. Here, an examination of such out-of-school activities as practiced by twenty-one third grade boys, representative of three diverse ethnic populations in the United States, is offered. The research was conducted in two phases. The first phase involved the observation of three families (Anglo-American, Hispanic-American, and Chinese-American) for forty-five hours each. Parents and children were interviewed to elicit information about the use of math skills and their individual attitudes toward formal math training in school. This phase resulted in a clear picture of after school activities in each family, especially those activities related to math skills taught in the classroom. Although all three families valued success in the classroom, different homework schedules and out-of-school activities were discovered within each home. Such differences, though slight, are shown to be related in some way to cultural concepts of learning math skills. In the second phase, an additional eighteen third grade boys and their parents were surveyed concerning out-of-school math activities including homework. This group included six families from each of the three ethnic populations. Activities were evaluated according to the number and level of math skills needed to solve each. Some parents were observed providing materials to supplement assigned homework, such as workbooks, practice problems, and math tutors. Other parents merely offered explanations in responding to a higher level of numerical skills; whereas in others, parents provided more focus on non-numerical skills such as the use of measurement, patterns and functions, and logic. Similar characteristics were found within families that valued math achievement and encouraged students to complete math homework. Parents made different arrangements to supervise homework when they could not be present. Findings suggest that moderately different attitudes towards learning math skills, especially regarding their overall importance in one's life, may exist both within and between members of the ethnic populations studied here.
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650 4 $a Elementary education. $3 641385
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
650 4 $a Curriculum development. $3 684418
653 $a Anglo-American
653 $a Chinese-American
653 $a Hispanic-American
690 $a 0340
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710 2 $a University of California, Los Angeles. $e degree granting institution. $3 3765958
720 1 $a Weisner, Thomas S. $e degree supervisor.
720 1 $a Saxe, Geoffrey B. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 55-04A.
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791 $a Ph.D.
792 $a 1992
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