数学作业与教育劣势的潜在复合

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-08-08 DOI:10.1080/01425692.2023.2240530

L. O’Keeffe, C. Clarke, Sarah McDonald, B. Comber

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Mathematics homework and the potential compounding of educational disadvantage

Abstract Parental involvement in schooling has been shown to have a positive impact on children’s educational outcomes. With changing mathematics curricula and pedagogical approaches as a context, we explore how mathematical dispositions emerge through gendered and classed experiences with mathematics homework. We share the experiences of mothers from eight Canadian families as they negotiate mathematics homework with their children. We consider the impact of their differing access to resources and highlight the way mathematics homework disrupts family time, creates tension, and contributes to a sense of inadequacy for some mothers. This results in mothers and children having negative experiences with mathematics homework, which can lead to the compounding of intergenerational negative mathematical dispositions and identities.

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.