Bridging family funds of knowledge and school mathematics learning using Photovoice

Abstract

Students frequently experience a disconnect between home and school mathematical learning. Therefore, this dissertation used appreciative Photovoice family engagement to bridge the formal and informal mathematics learning divide by documenting and valuing everyday activities that support mathematical learning. Seven Northern Colorado family members and educators engaged as co-researchers to photograph and analyze their funds of knowledge for mathematical connections using an adapted Learning to Notice framework. For each photo, the co-researchers used their knowledge and skills in addition to the Standards of Mathematical Practice from the Common Core State Standards to identify connections to school mathematics instruction. The data for this six-week qualitative study was collected through observations and audio recordings of three 2-hour discussion group sessions, pre- and post-study questionnaires, photos, and image interpretations. Open coding and thematic analysis revealed that in addition to documenting a wide variety of family funds of knowledge, the co-researchers recognized and honored diverse perspectives of mathematical contexts, relevance, and connections leading to an expanded awareness of mathematical depth and richness within funds of knowledge. A co- produced interactive dissemination website contains photos, mathematical connections, and image interpretations that can be used in professional development or the broader community to extend awareness of the mathematical learning opportunities within daily tasks. This study reframed traditional family-teacher power dynamics by recognizing both family members and educators as intellectual resources for mathematical learning as they collaborated in an equitable connecting space. The findings indicate that asset-based family engagement has the potential to facilitate learning-focused school-family partnerships that can foster trust building and humanize mathematics.