出版社：LEARN (Leading English Education and Resource Network)
摘要：Although parent engagement is widely supported by research, it is largely absentin the secondary mathematics classroom. Limited preservice teacher educationand perceptions surrounding teacher professionalism are discussed as barriers toengaging parents. Math teachers are additionally inhibited by the antagonisticportrayal of parents in the literature and in the media, effectively alienating parentsin the minds of teachers. We suggest a shift in the language used to discuss matheducation and the positioning of parents regarding knowledge as a way to enableparent engagement and build relationships of trust, which can transform otherwisedifficult exchanges between teachers and parents
