eric.ed.gov har udgivet:
This study investigated the potential of an approach to involving families in regular integration of math into home life, addressing the following: When families are given math-related games unconnected with children’s school, does what parents believe impact the extent to which their families play the games, and how do parents describe their family’s learning with the games? We distributed games integrating math and U.S. geography to 30 parents with children aged 7 to 13. Over four months, we followed the extent and nature of families’ playing of the games. Families with children under 10 were more likely to continue playing over time; parent education and occupation did not relate to extent of play. Parents described a rich, shared educational experience that they and their children shaped to their interests and interaction styles; some drew a sharp contrast with homework. Although all parents believed the games promoted learning, only one related this learning to potential benefit in school. In light of parents’ stated distinction between educational game playing at home and homework, we conclude by considering ways to establish and investigate the impact of a culture of families’ engaging in math-related activities for fun at home.