Ayanna is the mother of three beautiful boys ages 4, 7, and 10. She works as a legal assistant at a law firm which often demands a lot of hours outside of her regular schedule. Her husband’s job is also very demanding making it difficult for them to adequately supervise the schoolwork of their boys. On most mornings they are often unable to prepare a proper breakfast for themselves and their children as it can prove to be a daunting task when you are trying to get to work on time.
After his mid-term examination, they noticed that their 7-year-old son Aydan is falling behind in his mathematics class and wants to provide the best support for him possible to overcome this hurdle. They contact his teacher to have a discussion on some intervention measures they can try to assist their son. At the meeting, Aydan’s teacher shares with them an academic resource that he would like them to try but it would require them to be involved in the activities from time to time. His parents agree that they would make the time and commit to helping their son improve his mathematic scores.
Aydan’s teacher shares the theory that situated learning can be a positive reinforcement to help him improve his mathematics score. He shares that learning often takes place outside of the classroom and that if Aydan can see the fun in mathematics there is a great chance that his scores would improve. As such, the learning platform, Cook to Learn Mathematics, can be an excellent resource for this idea. Both parents agree that this can be a helpful intervention for their son as he has often shown an interest in cooking. In reviewing the platform they note that the items listed for the recipes are simple and easy to find items already in their kitchen pantry. Therefore they start the very next morning making one of the breakfast recipes listed with their son enthusiastically helping as one of the cooks.