Mother-centered understanding of mathematical interactions with children: Pursuing positive intent

Abstract

How past research considers the influence of parents on their children’s mathematical understanding does not often focus on the experience and intent of the parents themselves. In a crosscase analysis, I address how two mothers’ experience shapes their mathematical positioning and the resulting interactions with their children in the subject. The attention on parents in mathematics takes on particular gendered roles, which is not often considered in research. There are more complex factors that shape how parents see and interact with mathematics. This study begins to show what alternative possibilities exist for engagement by U.S. parents in the content that still positively support children’s early learning.