An Exploration of Parent-Child Conversations at a Mathematics Exhibit

Abstract

Although there is increasing interest in mathematics learning in informal settings, there is still limited research regarding mathematics in science centers and museums, and even less research on the conversations that parents and children have in these settings. This study explores how parent-child conversations at three hands-on mathematics exhibits in a science center affect an informal notion of learning. Six families were videotaped while engaging with mathematics puzzles, and their conversations were coded and analyzed based on the types of learning talk that occurred. Most types of learning talk were observed among all family conversations, however families infrequently made connections to prior knowledge or life experiences. Analyzing conversations revealed that time spent at an exhibit did not have an influence on the types of learning talk that occurred. Additionally, in contrast to prior research, explanations were prevalent amongst the families, and explanations originated from both parents and children.