Anti-Deficit Narratives: Engaging the Politics of Research on Mathematical Sense Making
Anti-Deficit Narratives: Engaging the Politics of Research on Mathematical Sense Making
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反赤字叙事：参与数学意义建构研究的政治
DOI：
10.5951/jresematheduc.50.4.0401
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发表时间：
2019
影响因子：
2.8
通讯作者：
Aditya P. Adiredja
中科院分区：
文献类型：
--
作者：
Aditya P. Adiredja
本文确定了一个自我维持系统的赤字叙述的学生的颜色作为一个切入点的认知研究从事数学学习的社会政治背景。从社会政治角度和批判种族理论的原则，以及教育研究中的赤字思维的历史分析，支持对该系统的调查。利用已有的关于学生对微积分极限理解的研究，本文提出了一个关于意义建构的赤字观点的定义，并揭示了它的一些原则。本文中的数据说明集中在一个奇卡纳本科生的数学意义。分析使用反赤字的角度来构建一个有色人种女性的反故事。相反的故事挑战了现有的关于有色人种女性数学能力的赤字叙述。文章最后提出了一种研究有色人种学生意义建构的反缺失方法。
This article identifies a self-sustaining system of deficit narratives about students of color as an entry point for studies of cognition to engage with the sociopolitical context of mathematical learning. Principles from sociopolitical perspectives and Critical Race Theory, and historical analyses of deficit thinking in education research, support the investigation into the system. Using existing research about students' understanding of a limit in calculus as context, this article proposes a definition of a deficit perspective on sense making and unpacks some of its tenets. The data illustration in this article focuses on the mathematical sense making of a Chicana undergraduate student. The analysis uses an anti-deficit perspective to construct a sensemaking counter-story by a woman of color. The counter-story challenges existing deficit master-narratives about the mathematical ability of women of color. The article closes with a proposal for an anti-deficit method for studying the sense making of students of color.