The portrayal of parents in the school mathematics reform literature: Locating the context for parental involvement
The portrayal of parents in the school mathematics reform literature: Locating the context for parental involvement
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学校数学改革文献中家长的形象：确定家长参与的背景
DOI：
10.5951/jresematheduc.29.5.0555
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发表时间：
1998
期刊：
影响因子：
--
通讯作者：
D. Peressini
中科院分区：
文献类型：
--
作者：
D. Peressini
在这篇文章中，我以呼吁家长参与的改革建议为跳板，分析了家长在学校数学改革文献中的定位。运用福柯(1980)的“真理制度”的概念，我论证了文学如何为数学教育改革创造了被接受的话语。然后我认为，教师的专业化使家长与学校疏远，并导致家长与数学教育工作者之间的冲突，为了调和这种冲突，必须考虑如何将家长纳入数学教育。然而，首先必须了解让家长参与数学教育的核心问题。提出了家长参与数学教育的研究议程。
In this article, using reform recommendations that call for parental involvement as a springboard, I provide an analysis of the positioning of parents in the school mathematics reform literature. Employing Foucault's (1980) conception of "regimes of truth," I demonstrate how the literature has created the accepted discourse for mathematics education reform. I then argue that the professionalization of teachers has distanced parents from schools and led to conflict between parents and mathematics educators and that to reconcile this conflict, ways in which parents can be included in mathematics education must be considered. It is essential first, however, to understand issues central to involving parents in mathematics education. A research agenda for parental involvement in mathematics education is presented.