SGER: National Mathematics Standards and Educational Equity

SGER：国家数学标准和教育公平

• 批准号: 9350072
• 负责人: Brett Williams
• 金额: $ 5万
• 依托单位: American University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-01-01 至 1994-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9350072&HistoricalAwards=false
• 关键词: SGER; National; Mathematics; Standards; Educational

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.

20世纪60年代早期的人类学研究帮助教育工作者将注意力集中在作为社会语言学过程的教与学上。老师们被要求对少数民族学生的语言风格差异更加敏感。教育改革倡议将社会语言学研究成果应用于跨文化和多民族课堂设置，并扩大参与结构，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推动了目前由美国全国数学教师委员会（NCTM）领导的数学教育改革。NCTM标准强调沟通技巧，以便所有学生都能具备数学素养。本研究的重点是NCTM标准如何试图通过对课堂交流和话语模式的规定重组来实现教育公平。然而，社会语言学教育公平方法的批评者认为，更广泛的社会经济和种族问题阻碍了一些少数民族比其他人更充分地参与学校教育。这项研究遵循双重过程。使用社会语言学的框架，它接近语言使用在数学课堂的直接设置。使用人种学框架，它检查了更广泛的历史，政治和经济背景，其中课堂和学生所处的位置。一个综合的小学数学语篇的社会语言学模型将被构建，它将扩展人类学和社会语言学的语境、情境和语言功能的概念。此外，本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标准所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)国家教育改革的有效性，其目的是依靠策略来重组课堂交际和话语模式来实现教育。