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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