Hidden Assumptions and Unaddressed Questions in Mathematics for All Rhetoric
Hidden Assumptions and Unaddressed Questions in Mathematics for All Rhetoric
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所有修辞学中隐藏的假设和未解决的问题
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发表时间：
2003
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通讯作者：
D. Martin
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作者：
D. Martin
在这篇文章中，我讨论了一些隐藏的假设和未解决的问题，在越来越流行的数学为所有的修辞提出了一个替代的，批判性的观点，在数学教育的公平。主流数学教育研究和政策中的公平概念化在很大程度上是自上而下的，以学校为重点，将公平边缘化为一个调查主题。自下而上的、以社区为基础的数学教育观念往往是另一种类型的，更侧重于数学学习与生活中真实的机会之间的联系或缺乏联系。由于这些差异，数学教育工作者和政策制定者设定的公平目标与那些在数学教育中仍然得不到充分服务的人的目标之间一直存在着不一致。我还认为，在数学教育中的公平讨论和公平相关的努力需要连接到更大的社会和结构背景下，影响生活的代表性不足的学生的公平讨论。在其他地方机会有限的情况下实现全民数学可能代表着一种得不偿失的胜利。
In this article, I discuss some of the hidden assumptions and unaddressed questions in the increasingly popular Mathematics for All rhetoric by presenting an alternative, critical view of equity in mathematics education. Conceptualizations of equity within mainstream mathematics education research and policy have, for the most part, been top-down and school-focused in ways that marginalize equity as a topic of inquiry. Bottom-up, community-based notions of education in mathematics education are often of a different sort and more focused on the connections, or lack thereof, between mathematics learning and real opportunities in life. Because of these differences, there has been a continued misalignment of the goals for equity set by mathematics educators and policy makers in comparison to the goals of those who continue to be underserved in mathematics education. I also argue equity discussions and equity-related efforts in mathematics education need to be connected to discussions of equity in the larger social and structural contexts that impact the lives of underrepresented students. Achieving Mathematics for All in the context of limited opportunity elsewhere may represent a Pyrrhic victory.