Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education

Artigo2024

Beatriz Quintos ORCID; Erin E. Turner ORCID; Marta Civil ORCID

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Resumo

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7-10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education--funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers. We describe how the theories informed key features of our partnership model, including mathematical tasks and lesson planning activities for parents and teachers. Our research questions focused on how parents and teachers learned about each other's experiences and strengths, and disrupted traditional power differentials between them as they participated in these collaborative activities. Our findings are structured around two in-depth cases that illustrate patterns in our analysis, including features of activities that supported collaborative interactions and co-construction of knowledge. We end with implications for future mathematics education focused partnerships between multilingual families and schools.

Dados da obra

Tipo: Artigo
Periódico: ZDM: Mathematics Education, v. 56, n. 3, p. 409-421
Editora: Springer Science+Business Media
Ano: 2024 (2024-03-06)
Idioma: en
Palavras-chave: Parent Teacher Cooperation; Power Structure; Mathematics Education; Multilingualism; Equal Education; Partnerships in Education; Lesson Plans; Mathematics Teachers; parent-teacher partnership; multilingual children; funds of knowledge; positioning theory; educational equity; power imbalance; underserved populations; co-construction of knowledge; lesson planning; family involvement
DOI: 10.1007/s11858-024-01555-1
ISSN: 1863-9690, 1615-679X, 1863-9704
Acesso: Acesso restrito
Fontes: ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
QUINTOS, Beatriz; TURNER, Erin E.; CIVIL, Marta. Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education. ZDM: Mathematics Education, v. 56, n. 3, p. 409-421, 2024. DOI: https://doi.org/10.1007/s11858-024-01555-1.

APA

Quintos, B., Turner, E. E., & Civil, M. (2024). Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education. ZDM: Mathematics Education, 56(3), 409-421. https://doi.org/10.1007/s11858-024-01555-1

BibTeX

@article{quintos2024,
  author = {Quintos, Beatriz and Turner, Erin E. and Civil, Marta},
  title = {Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education},
  year = {2024},
  journal = {ZDM: Mathematics Education},
  volume = {56},
  number = {3},
  pages = {409-421},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01555-1},
  language = {en}
}

RIS

TY  - JOUR
AU  - Quintos, Beatriz
AU  - Turner, Erin E.
AU  - Civil, Marta
TI  - Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education
PY  - 2024
JO  - ZDM: Mathematics Education
VL  - 56
IS  - 3
SP  - 409
EP  - 421
DO  - 10.1007/s11858-024-01555-1
LA  - en
ER  -

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