Contexts and socio-cultural practices of literacy and mathematical literacy inherent to the familyschool relationship

Abstract

The aim of this research was to investigate the literacy and
mathematical literacy of mothers and the strategies that they used in the
relationship between the socio-cultural and family-school contexts to supervise
their children in reading, writing and mathematics. Questioning about myths
and beliefs about the origins and fundaments of scholar knowledge was frequent
in the discussions. The practices of mothers and their children observed in
story-telling sections in the school environment were verified as required
mechanisms to approximate the literacy practices of mothers and children to
scholar and social practices for solidifying numerical writing knowledge and
improving mathematical literacy. Practices and literacy conditions, mobilization
of concepts, comprehension of procedures and principles as socio-cultural
products have established a common ground between mothers’ everyday actions
and characteristic scholar practices, whose comprehension they are trying to
reach.