Research Commentary: A Gap-Gazing Fetish in Mathematics Education? Problematizing Research on the Achievement Gap
Research Commentary: A Gap-Gazing Fetish in Mathematics Education? Problematizing Research on the Achievement Gap
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研究评论：数学教育中的差距凝视迷信？
DOI：
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发表时间：
2008
影响因子：
2.8
通讯作者：
Rochelle Gutiérrez
中科院分区：
文献类型：
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作者：
Rochelle Gutiérrez
大量的研究在数学教育的目的是记录成绩之间的差距中产阶级白色学生和学生谁是黑人，拉丁美洲/拉丁美洲，第一民族，英语学习者，或工人阶级。我概述了保持对成就差距的关注的危险。这些危险包括只提供不平等的静态画面，支持赤字思维和对有色人种学生和工人阶级学生的负面叙述，延续问题（因此解决方案）是技术问题的神话，并促进学习和公平的狭隘定义。我提出了一个新的重点研究的进步（卓越和收益）和干预措施，为特定群体。
A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students, perpetuating the myth that the problem (and therefore solution) is a technical one, and promoting a narrow definition of learning and equity. I propose a new focus for research on advancement (excellence and gains) and interventions for specific groups.