In this article, I describe the investigative efforts of a group of preservice teachers to acquire an understanding of how and why parents and children work together in mathematics the way they do. First, I share literature that supports the need for inquiry into parent-child collaborations in mathematics. I then detail the study: the participants, learning environment, modes of inquiry, findings, and their implications for teacher practice. Findings concern the understandings the preservice teachers acquired about parent-child collaborations and their enhanced practices for supporting classroom families. This work is intended to contribute to the body of knowledge on preparing teachers to inquire about and cultivate parent-child collaborations in mathematics.
Regina Mistretta, DaSilva Academic Center, Room 352, 300 Howard Avenue, Staten Island, NY 10301; firstname.lastname@example.org