Cocreating Space for Engagement in Numeracy Education: Empowering Familial Linguistic Capital
Abstract
Research suggests that mathematics achievement is associated with future socioeconomic success and opens the possibility of social mobility for many individuals. However, disparities in mathematics achievement indicators expose inequitable opportunities and inconsistent access to appropriate educational models for a broad range of students. This study used the principles of Improvement Science to explore the problem of underachievement in numeracy for English language learners. This paper builds on Barton et al.’s ecologies of parental engagement framework and Yosso’s community of cultural wealth framework to examine how a school district empowered families to use linguistic capital when engaging with their children about mathematics. The convergent mixed methods design examined how participating in Parent University influenced parental beliefs about mathematics, their use of time engaging with their children about mathematics, and their understanding of linguistic capital. Findings indicate that parents' beliefs about the usefulness of mathematics and their capacity to engage in mathematical tasks influenced how they used their time engaging with their children about mathematics. The parents’ affirmation of native language capital impacted their use of mathematical discourse with their children at home.
Subject Area
Education|Educational leadership|Educational administration|Linguistics|Mathematics education
Recommended Citation
Nadeau, Melissa Gwen, "Cocreating Space for Engagement in Numeracy Education: Empowering Familial Linguistic Capital" (2023). ETD Collection for Fordham University. AAI30491562.
https://research.library.fordham.edu/dissertations/AAI30491562
