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

Version 2 2024-06-13, 09:05
Version 1 2015-02-06, 20:48
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posted on 2024-06-13, 09:05 authored by C Frade, N Acioly-Regnier, J Li
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 Whereas deficit models were previously in the foreground of research designs, these have been replaced by a wide variety of theoretical directions for studying diverse approaches to learning mathematics.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.

History

Volume

27

Chapter number

4

Pagination

101-144

ISBN-13

9781461446835

ISBN-10

146144683X

Language

English

Publication classification

B Book chapter, B1.1 Book chapter

Copyright notice

2012, Springer

Extent

24

Editor/Contributor(s)

Clements MAK, Bishop A, Keitel-Kreidt C, Kilpatrick J, Leung FK-S

Publisher

Springer

Place of publication

Dordrecht , Germany

Title of book

Third International Handbook of Mathematics Education

Series

Springer International Handbooks of Education

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