In many people’s perceptions, the journey of learning mathematics is strictly tied to formal institutions such as schools and universities. This association is so ingrained that it can be challenging to question its validity. However, research appearing in Mathematical Thinking and Learning shows that mathematical understanding is not confined to classrooms alone; it spontaneously occurs within the home and is often unnoticed by families.
The Research Behind Non-School Mathematics
The driving force behind this compelling research is Amber Simpson, an associate professor in the Department of Teaching, Learning and Educational Leadership at Binghamton University, New York. Her inquiry began with a fundamental question: What happens to STEM learning—Science, Technology, Engineering, and Mathematics—when children return home? To explore this, Simpson and her team created twelve engineering kits called MAKEngineering, specifically designed for children in grades two through six.
Each kit presented an open-ended challenge utilizing household materials. For instance, one kit asked participants to build a model house capable of safeguarding animals from a common extreme weather event in their area. The study involved seven families from the United States, who submitted recordings of themselves working on these challenges together. The findings were telling: children displayed geometric reasoning, informal measurement, and proportional reasoning in an intuitive and organic manner throughout the activities.
Mathematics at Home
Perhaps the most surprising revelation from Simpson’s study is related not to the children but to their parents. There is a prevailing belief that parents lack the necessary skills to facilitate their children’s mathematical learning. Simpson challenges this assumption, asserting that parents do possess this knowledge, yet they apply it through everyday actions rather than in a school-like format. This form of mathematical reasoning is often hidden within mundane tasks, which is why it frequently goes unrecognized.
The Role of Siblings
Another key finding from the research is the impact of siblings. Those who collaborated on the engineering kits took on both supportive and dominant roles throughout the design process, remaining actively engaged. Interestingly, the interactions of twin pairs provided a unique perspective on familial dynamics during these activities. Simpson has a separate article in the pipeline focusing specifically on this sibling interaction phenomenon.
legitimizing Non-School Mathematics
Simpson argues that non-school mathematics holds a rightful place alongside traditional classroom instruction, warranting equal consideration. The challenge moving forward is to translate these insights into practical applications. To facilitate this, the researchers have created training kits for teachers, emphasizing the importance of educators first experiencing these challenges themselves before introducing them to students.
Although widespread adoption of the kits in classrooms has not yet been achieved, this is the vision Simpson and her colleagues are working toward. Their study transcends mere academic inquiry; it is a vital validation of the learning that families are already engaging in, often without realizing it. Ultimately, Simpson leaves us with a thought-provoking question: If mathematics is taking place at home, could the issue be not about teaching more but learning to recognize the learning opportunities that are already within reach?
For more insights, check the study published in Mathematical Thinking and Learning.
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