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Beyond deficit models of learning mathematics : Socio-cultural directions for change and research

Frade,C, Acioly-Regnier,N and Li,J 2012, Beyond deficit models of learning mathematics : Socio-cultural directions for change and research. In Clements,MAK, Bishop,A, Keitel-Kreidt,C, Kilpatrick,J and Leung,FK-S (ed), Third International Handbook of Mathematics Education, Springer, Dordrecht , Germany, pp.101-144, doi: 10.1007/978-1-4614-4684-2_4.

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Title Beyond deficit models of learning mathematics : Socio-cultural directions for change and research
Author(s) Frade,C
Acioly-Regnier,N
Li,J
Title of book Third International Handbook of Mathematics Education
Editor(s) Clements,MAK
Bishop,A
Keitel-Kreidt,C
Kilpatrick,J
Leung,FK-S
Publication date 2012
Series 27
Chapter number 4
Total chapters 24
Start page 101
End page 144
Total pages 44
Publisher Springer
Place of Publication Dordrecht , Germany
Keyword(s) Deficit Models
Culture
Learning Mathematics
Summary Major paradigmatic changes in mathematics education research are drawing attention to new perspectives on learning. Whereas deficit models were previously in the foreground of research designs, these have been replaced by a wide variety of theoretical directions for studying diverse approaches to learning mathematics. There is now an acceptance of the need for richness and variety in research practices so that approaches can be studied, compared and mutually applied and improved. Psychological and quantitative approaches and methods are now increasingly complemented, or even replaced, by new directions that rely on social and anthropological theories and methods. Rather than reviving ideas about deficit research in mathematics education, the aim of this chapter is to present some socio-cultural perspectives of mathematics learning, and to show how these perspectives go beyond the deficit model of learning. Framing the main traditional markers of discrimination in school mathematics—gender, social class and ethnicity—in a perspective of social justice, the chapter concludes with a reflection on equality in terms of the democratic principle of meritocracy in mathematics education.
ISBN 146144683X
9781461446835
Language eng
DOI 10.1007/978-1-4614-4684-2_4
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category B1.1 Book chapter
Copyright notice ©2012, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069476

Document type: Book Chapter
Collection: School of Education
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