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A Pilot Study of Young Children’s Mathematical Learning In and Out of School

Began in January 2001

RFA received support from the William Penn Foundation for a pilot study of the language and numeracy practices of urban elementary school children both in the classroom and at home. The aim of this project was to prepare the groundwork for a full-scale study of the interaction between home and school numeracy and mathematics practices. The research looked at how children synchronized their formal and informal experiences and considered how these practices could be integrated to support numeracy and mathematics development. The research explored explanations of underachievement, with the aim of improving educational opportunities for low-income children of color.

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Home to School: Numeracy Practices and Mathematical Identities

Drawing on a perspective of mathematics as situated social practice, we focus on 4 children in an urban preschool classroom and follow those children between home and school sites to shed light on urban children’s…
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