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. Attached Files Name Description MIMEType Size Downloads 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 Whereas deficit models were previously in the foreground of research designs, these have been replaced by a wide variety of theoretical directions for studying diverse approaches to learning mathematics.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 Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 06 Feb 2015, 19:48:29 EST Fri, 06 Feb 2015, 19:48:59 EST Sat, 07 Feb 2015, 04:02:13 EST Thu, 12 Feb 2015, 16:00:23 EST Thu, 19 Feb 2015, 09:34:24 EST Thu, 19 Feb 2015, 09:35:44 EST Thu, 19 Feb 2015, 09:40:40 EST Thu, 05 Mar 2015, 07:46:59 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 255 Abstract Views, 6 File Downloads  -  Detailed Statistics Created: Fri, 06 Feb 2015, 19:48:59 EST