Context Matters: How Should We Conceptualize Equity in Mathematics Education?
Context Matters: How Should We Conceptualize Equity in Mathematics Education?
复制标题
背景很重要：我们应该如何概念化数学教育的公平？
DOI：
10.1007/978-94-007-2813-4_2
复制
发表时间：
2012
影响因子：
--
通讯作者：
Rochelle Gutiérrez
中科院分区：
文献类型：
--
作者：
Rochelle Gutiérrez
关注学习情境提醒我们，没有哪一类教师或学生是同质的。它还有助于澄清公平--鉴于人们对什么是公平缺乏共识，这是一个必要的澄清。公平意味着公平，而不是相同。因此，本章通过突出数学教育中的四个维度来阐述公平。上世纪80年代，对有形资源的“获取”主导了有关股权的讨论，并继续在“学习的机会”研究中继续。“成就”指的是参加高质量的数学课并在其中取得成功。在标准化考试和“成绩差距”演讲中，它是最重要的。“同一性”指的是支持学生在自己眼中成为更好的人，这需要关注自己的根源，并在关注自我和他人之间取得平衡。“权力”维度涉及到许多层面的社会转型问题。机会和成就被定位为公平的支配轴。身份和权力构成了关键的轴心。
Focusing on contexts of learning reminds us that no category of teachers or students is homogeneous. It also helps clarify equity – a necessary clarification, given the lack of consensus on what it is. Equity means fairness, not sameness. As such, this chapter elaborates on equity by highlighting four dimensions in mathematics education. ‘Access’ to tangible resources dominated equity discussions in the 1980s and continues in ‘opportunity to learn’ research. ‘Achievement’ refers to participation in quality mathematics classes and success in them. It is paramount in standardized tests and ‘achievement gap’ discourses. ‘Identity’ refers to supporting students in becoming better persons in their own eyes, which requires attention to their roots and a balance between attention to self and others. The ‘power’ dimension takes up issues of social transformation at many levels. Access and achievement are positioned as the dominant axis of equity. Identity and power form the critical axis.