Designing a model of culturally responsive mathematics education: place, relationships and storywork
Designing a model of culturally responsive mathematics education: place, relationships and storywork
复制标题
设计文化响应式数学教育模型：地点、关系和故事
DOI：
10.1007/s13394-012-0062-3
复制
发表时间：
2013
影响因子：
1.8
通讯作者：
Jeff Baker
中科院分区：
文献类型：
--
作者：
Cynthia Nicol;Jo;Jeff Baker
在过去的十年里，人们越来越多地将数学重新定义为所有学生的知识产权（Gates and Vistro-Yo 2003）。然而，世界各地的教育系统却未能使土著学生受益（Battiste，2002年;库珀等人，2006年）。在加拿大，20至24岁的土著青年1中，几乎有45%的人没有受过高中教育，而普通人口的这一比例为19%（Cowley and伊斯顿，2006年）。土著学生在特殊教育班和低轨数学课程中往往人数过多，而在高等数学课程、需要数学的中学后学习和使用数学的职业中人数不足。更具破坏性的是教育制度在土著学生中产生的怀疑结构。这种自我怀疑导致学习者低估了他们固有的经验、能力和天赋（Battiste 2002年），而学校数学往往将土著学生和其他人排除在数学高等教育之外。
The past decade has seen increased efforts to reconceptualise mathematics as an intellectual right of all students (Gates and Vistro-Yo 2003). Yet educational systems worldwide have failed Indigenous students (Battiste 2002; Cooper et al. 2006). In Canada almost 45% of Aboriginal1 youth between the ages of 20 and 24 have less than a high school education compared to 19% of the general population (Cowley and Easton 2006). Aboriginal students tend to be over-represented in special education classes and low-track mathematics courses and under-represented in higher-level mathematics courses, post-secondary studies that require mathematics, and careers that use mathematics. Even more devastating is the structure of doubt educational systems have generated among Aboriginal students. Such self-doubt has led learners to discount their inherent experiences, capacities, and gifts (Battiste 2002), while school mathematics has often functioned to exclude Aboriginal students and others from advanced studies of mathematics.