Culturally responsive mathematics engagement through a family-inspired mathematizing routine

Abstract There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications. Set in three kindergarten classrooms serving a diverse and multilingual community in the northeast USA, teacher interviews utilized photo elicitation to study the ways in which implementation of this culturally responsive, family-inspired mathematics routine revealed parents’ intellectual resources and family and children’s funds of knowledge. Analysis of teacher responses revealed themes of linking family practices with mathematics practices; making connections among diverse families, peers and educators; and increasing avenues for communication and participation of diverse families. Particular benefits for multilingual families and implications for practice across a variety of settings are discussed.