The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching
The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching
复制标题
数学教育中的排斥文化及其对公平教学的坚持
DOI：
10.5951/jresematheduc.48.5.0488
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发表时间：
2017
影响因子：
2.8
通讯作者：
Nicole Louie
中科院分区：
文献类型：
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作者：
Nicole Louie
在这篇文章中，我调查的影响，占主导地位的文化数学教育的特点，我称之为文化的排斥，努力教公平。分析了一年的观察，在城市高中数学系，我发现，这种文化结构的日常教学，即使是教师谁表示强烈的承诺，以公平和谁参加了正在进行的equityoriented专业发展。通过他们的课堂实践，本研究中的4位重点教师经常将数学框定为一个固定的知识体系，他们将学生定位为有缺陷的学生，无意中将许多学生排除在丰富的学习机会之外。然而，这些教师也主张排斥文化的替代方案，表明对这种文化的抵制可能会在日常数学教学中形成。
In this article, I investigate the influence of the dominant culture characterizing mathematics education—which I term the culture of exclusion—on efforts to teach for equity. Analyzing a year of observations in an urban high school mathematics department, I found that this culture structured everyday instruction even for teachers who expressed strong commitment to equity and who participated in ongoing equityoriented professional development. Through their classroom practice, the 4 focal teachers in this study often framed mathematics as a fixed body of knowledge to be received, and they positioned students as deficient, unintentionally excluding many students from rich learning opportunities. However, these teachers also asserted alternatives to the culture of exclusion, showing how resistance to this culture might take shape in everyday mathematics instruction.