Promoting change through a formative intervention: contradictions in mathematics education parental engagement

ABSTRACT

This article describes a formative intervention that supported our exploration of contradictions within the area of parental engagement in mathematics education in a low-income community. We draw on the third generation of cultural-historical activity theory as well as research on parental engagement and critical theory to discuss two contradictions in the network of activity systems. Our analysis suggests it is critical to develop a deeper intersubjectivity when working towards the goal of community action to support children’s mathematical learning opportunities. We discuss the expansive learning process evident through the development of a new definition of parental engagement.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. All names are pseudonyms.

Additional information

Funding

The study reported in this manuscript is part of a project funded by the National Science Foundation under grant ESI-99-01275. The views expressed here are those of the authors and do not necessarily reflect the views of NSF.