(January 16, 2009) Engaging parents about their children’s math education is not about teaching them how to do math or about teaching teachers how to teach math. It’s about having a conversation around the context in the classroom and about developing parity in the relationship between teachers and parents in order to better support student learning.
Jack Dieckmann, M.A., a former senior math education specialist at IDRA and current doctoral student at Stanford under Dr. Linda Darling Hammond, how teachers can converse with parents as peers even though they may have no knowledge of math instruction. Jack is interviewed by Aurelio Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center. Send comments to
or fill out form online at www.idra.org/Podcasts. Sign up to receive free e-mail notices when new episodes are available.
Send feedback by
Jack Dieckmann, M.A., is a Gerald J. Lieberman Fellow at
Education . His research in mathematics education examines effective high school math teaching with students from non-dominant communities, including English language learners and students from migrant families. Dieckmann teaches math methods courses for the Stanford Teacher Education Program (STEP) and remains active in policy in migrant education at the state and national level, especially in state needs assessments. Before coming to Stanford, Dieckmann was a senior education associate at the Intercultural Development Research Association in
San Antonio , where he provided leadership in professional development for math teachers. Currently, he lives with his wife and son in
Listen to every episode!
To ensure you don't miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.