SGER: National Mathematics Standards and Educational Equity

20世纪60年代初的人类学研究帮助教育者将注意力集中在教与学这一社会语言学过程上。教师们被要求对少数民族学生的讲话风格差异变得更加敏感。教育改革倡议应用了关于跨文化和多族裔课堂环境的社会语言学研究结果，并扩大了参与结构，以在不同群体之间创造教育公平。类似的社会语言学假设也在推动当前由全国数学教师委员会(NCTM)领导的数学教育改革。NCTM标准强调交流技能，以便所有学生都能掌握数学知识。本研究的重点是NCTM标准如何通过对课堂交流和话语模式进行规定的重组来实现教育公平。然而，对教育公平的社会语言学方法持批评态度的人认为，更广泛的社会经济和种族问题比其他人更能阻止一些少数群体充分参与学校教育。这项研究遵循了双重路线。使用社会语言学框架，它在数学课堂的直接背景下探讨语言的使用。使用民族志框架，它考察了教室及其学生所处的更广泛的历史、政治和经济背景。本研究将构建一个综合的小学数学语篇社会语言学模型，它将扩展人类学和社会语言学关于语境、情境和语言功能的概念。此外，这项研究将探讨教育工作者、教师和纳税人需要了解的内容：a)学生的文化和语言多样性；b)NCTM标准使用的潜在社会语言学假设；c)NCTM国家数学标准的可行性；d)旨在通过重组课堂交流和话语模式的策略实现教育的国家教育改革的有效性。

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.