SGER: National Mathematics Standards and Educational Equity

20世纪60年代早期的人类学研究帮助教育工作者 把他们的注意力集中在教学和学习上， 过程 教师们被要求对 少数民族学生的言语风格差异。 教育 改革举措应用了社会语言学的研究结果， 研究跨文化和多族裔的课堂环境， 扩大参与结构，创造教育公平 在不同的群体中。 类似的社会语言学假设可以 推动当前数学教育改革的是 全国数学教师理事会（NCTM）。 NCTM 标准强调沟通技巧，使所有学生都能 变得精通数学。 本研究的重点是如何NCTM 标准试图通过一个 课堂交际与话语的规定性重构 模式. 然而，社会语言学方法的批评者， 教育公平认为，更广泛的社会经济和 种族问题使一些少数民族比其他少数民族更不能充分享受 在学校的参与。 本研究遵循一个双重过程。 使用社会语言学 框架内，它接近语言使用的直接 数学教室的设置。 使用人种学 框架，它考察了更广泛的历史，政治， 经济背景下，课堂和学生是 位置 一个综合的社会语言学模式的小学 学校数学话语将被建构， 人类学和社会语言学的语境观 语言的地位和功能。 此外，本研究将 解决教育工作者，教师和纳税人需要知道的问题 a.）学生的文化和语言差异，B）的 NCTM标准使用的基本社会语言学假设， c.）NCTM国家数学标准的可行性，以及 d.）国家教育改革的有效性， 课堂重构策略教育 沟通和话语模式。

Anthropological research from the early 1960s helped educators focus their attention on teaching and learning as a sociolinguistic process. Teachers were asked to become more sensitive to the speech style differences of their minority students. Educational reform initiatives applied the findings from sociolinguistic research on cross-cultural and multi-ethnic classroom settings and broadened participation structures to create educational equity among diverse groups. Similar sociolinguistic assumptions can be found driving the current reform of mathematics education led by the National council of Teachers of Mathematics (NCTM. The NCTM standards emphasize communication skills so that all students can become mathematically literate. This study focuses on how the NCTM standards attempt to achieve educational equity through a prescribed restructuring of classroom communication and discourse patterns. However, critics of the sociolinguistic approach to educational equity have argued that broader socioeconomic and racial issues prevent some minorities more than others from full participation in school. This study follows a dual course. Using a sociolinguistic framework, it approaches language usage within the immediate setting of the mathematics classroom. Using an ethnographic framework, it examines the broader historical, political, and economic contexts within which the classroom and its students are situated. A comprehensive sociolinguistic model of elementary school mathematics discourse will be constructed which will expand the anthropological and sociolinguistic notions of context of situation and functions of language. In addition, this study will address what educators, teachers, and taxpayers need to know about a.)the cultural and linguistic diversities of students, b.)the underlying sociolinguistic assumptions used by the NCTM standards, c.)the feasibility of the NCTM national mathematics standards, and d.)the efficacy of national educational reforms that aim to achieve educational by relying on strategies to restructure classroom communication and discourse patterns.