Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda
Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda
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促进数学教师的实践：迈向新的公平研究议程
DOI：
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发表时间：
2002
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通讯作者：
Rochelle Gutiérrez
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文献类型：
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作者：
Rochelle Gutiérrez
在这篇文章中，我解决了需要一个更清晰地阐明围绕公平问题的研究议程，提出了公平的工作定义和研究的重点。更具体地说，我主张，我们必须协调（a）努力让边缘化的学生掌握目前被视为“主导”的数学，（B）努力在所有学生中培养对知识和社会的批判性观点，最终促进（c）数学，人和地球上的公平之间的积极关系。我提出这一论点的部分原因是回顾了有关让边缘化学生参与数学的（学校）背景的文献。然后，我认为，最有希望解决公平问题的地方是一个研究议程，强调使教师的实践，并更多地借鉴基于设计和行动研究，从而重新定义什么是数学实践意味着沿着。提出了具体的研究问题。
In this article, I address the need for a more clearly articulated research agenda around equity issues by proposing a working definition of equity and a focal point for research. More specifically, I assert that rather than pitting them against each other, we must coordinate (a) efforts to get marginalized students to master what currently counts as "dominant" mathematics with (b) efforts to develop a critical perspective among all students about knowledge and society in ways that ultimately facilitate (c) a positive relationship between mathematics, people, and equity on the planet. I make this argument partly by reviewing the literature on (school) contexts that engage marginalized students in mathematics. Then, I argue that the place that holds the most promise for addressing equity is a research agenda that emphasizes enabling the practice of teachers and that draws more heavily on design-based and action research, thereby redefining what the practice of mathematics means along the way. Specific research questions are offered.