Beyond Deficit Models of Learning Mathematics: Socio-cultural Directions for Change and Research

Frade, Cristina; Acioly-Régnier, Nadja Maria; Li, Jun

doi:10.1007/978-1-4614-4684-2_4

Cited by 9 publications

(4 citation statements)

References 79 publications

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“…Such cognitive studies continue to exist as an established tradition within mathematics education while minimally accounting for the sociopolitical contexts of mathematical thinking and learning. As part of their concluding remarks in their review of the research in mathematics education, Frade et al (2013) asked the following question:…”

Section: Resultsmentioning

confidence: 99%

“…The current chapter builds on other reviews that have discussed the intersections between equity and mathematical thinking and learning. The reviews include Frade, Acioly-Régnier, and Jun (2013) in The Third International Handbook of Mathematics Education and Nasir, Hand, and Taylor's (2008) Review of Research in Education chapter on "Culture and Mathematics in School: Boundaries Between 'Cultural' and 'Domain' Knowledge in the Mathematics Classroom and Beyond." The selection of the research programs and the particular studies in this chapter was guided by the focus on the politics of mathematical thinking and learning.…”

Section: Focus and Criteria For The Reviewmentioning

confidence: 99%

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Cognition, Interdisciplinarity, and Equity

Adiredja¹

2020

Handbook of the Mathematics of the Arts and Sciences

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Research that focuses on mathematical cognition as an individual activity continues to contribute to the field's understanding of ways that people make sense of mathematical ideas. However, such research is often positioned as separate or even competing with research that focuses on examining the role of mathematics and mathematics education in reproducing societal inequities. This chapter reviews studies and research programs that focus on the intersection of

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Section: Resultsmentioning

confidence: 99%

Section: Focus and Criteria For The Reviewmentioning

confidence: 99%

Cognition, Interdisciplinarity, and Equity

Adiredja¹

2020

Handbook of the Mathematics of the Arts and Sciences

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“…La manera como distintos aspectos de la educación matemática crean ventajas y desventajas para distintos grupos sociales se convirtió en un asunto de acceso equitativo a la educación y a los beneficios sociales, económicos y culturales asociados (Jablonka, 2009). La discusión sobre quiénes son aquellos que fracasan sistemática-mente se ha dejado de entender netamente como un asunto de deficiencia cognitiva individual (Frade, Acioly-Régnier, y Jun, 2013). Gran parte de la investigación sobre desarrollo cognitivo en matemáticas hasta ese momento se basaba principalmente en la visión ontogenética piagetiana.…”

Section: Desigualdades Y Educación Matemáticaunclassified

El deseo de acceso y equidad en la educación matemática

Valero¹

2017

RCE

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La idea de que el fracaso en las matemáticas es un problema para la democracia y la equidad debe entenderse como parte de una configuración histórica donde el logro de los individuos y la población se conecta con el desarrollo de capital humano y el progreso social y económico. El deseo de una población con más capacidades matemáticas va de la mano de la generación de mecanismos de ordenación y clasificación de la población y la in(ex)clusión con relación al éxito/fracaso en las matemáticas escolares. La investigación internacional en educación matemática ha abordado este problema desde distintas posiciones teóricas. Dos de ellas se identifican: la posición del empoderamiento supone que las matemáticas transfieren sus atributos de poder a quienes las aprenden, o bien por sus características intrínsecas, o por sus aplicaciones, o por su carácter crítico. La posición de la desigualdad supone que las matemáticas como formas de conocimiento en sí o como parte de las prácticas escolares se entrelazan con mecanismos de clasificación social de acuerdo con otras categorías, como la habilidad, el género, el lenguaje, etc. Las tensiones que emergen en el campo de la educación matemática por la co-existencia de esta diversidad de visiones llama a tomar una posición ética y política sobre qué posibilidades hay para la investigación y la práctica.

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“…[16] This, in turn, legitimizes a small group of students while marginalizing others who have a wealth of other assets that are not leveraged in math class. [27][28][29][30] Again, the marginalization is a function of how courses are organized, and should not be seen as deficits in individual students' cognitive states. More inclusive mathematics courses are student-centered [31,32] and they position students as epistemic and historical agents.…”

Section: Resultsmentioning

confidence: 99%

Constructing “Calculus Readiness”: Struggling for Legitimacy in a Diversity-Promoting Undergraduate Engineering Program

O’Connor¹,

Peck²,

Cafarella³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Kevin O'Connor is assistant professor of educational psychology. His scholarship focuses on human action, communication, and learning as socioculturally organized phenomena. One major strand of research has explored the varied trajectories taken by students as they attempt to enter professional disciplines such as engineering, and focuses on the dilemmas encountered by students as they move through these institutionalized trajectories. Another strand of research has explored community organizing efforts that aim to construct new trajectories into valued futures for youth, especially those of nondominant communities.

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Beyond Deficit Models of Learning Mathematics: Socio-cultural Directions for Change and Research

Cited by 9 publications

References 79 publications

Cognition, Interdisciplinarity, and Equity

Cognition, Interdisciplinarity, and Equity

El deseo de acceso y equidad en la educación matemática

Constructing “Calculus Readiness”: Struggling for Legitimacy in a Diversity-Promoting Undergraduate Engineering Program

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