ABSTRACT

The complex relationship between schools, parents and children surrounding mathematics homework is one that is yet to be fully resolved. In a contribution to reconfiguring mathematics homework, a take-home mathematics games kit focusing on multiplication was trialled with primary school children and their parents. Diary and interview data from nine parent participants showed evidence of parents co-producing meaningful engagement experiences that were differentiated by mathematical complexity, their children’s dispositions and interests, and family routine. The findings suggest that flexible offerings of homework tasks underpinned by a core idea can support parents’ opportunities to engage deeply with their children’s learning.

摘要

围绕数学作业的学校、家长和孩子之间的复杂关系尚未完全解决。作为对重新配置数学作业的贡献，在小学生及其父母中试用了一个以乘法为重点的带回家的数学游戏工具包。来自九名家长参与者的日记和访谈数据显示，家长共同创造了有意义的参与体验，这些体验因数学复杂性、孩子的性格和兴趣以及家庭常规而不同。研究结果表明，以核心理念为基础的灵活家庭作业任务可以支持父母有机会深入参与孩子的学习。