Anti-Deficit Narratives: Engaging the Politics of Research on Mathematical Sense Making

Autor/in	Adiredja, Aditya P.
Titel	Anti-Deficit Narratives: Engaging the Politics of Research on Mathematical Sense Making
Quelle	In: Journal for Research in Mathematics Education, 50 (2019) 4, S.401-435 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Personal Narratives; Comprehension; Mathematics Instruction; Minority Group Students; Critical Theory; Race; Undergraduate Students; Mexican Americans; Calculus; Females; Mathematics Skills; Mathematical Logic; Thinking Skills; African American Students; Educational Research; Hispanic American Students; Story Telling + Suchen Sie Ihr Suchwort? Erlebniserzählung; Verstehen; Verständnis; Mathematics lessons; Mathematikunterricht; Kritische Theorie; Rasse; Abstammung; Hispanoamerikaner; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Weibliches Geschlecht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Denkfähigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bildungsforschung; Pädagogische Forschung; Hispanic; Hispanic Americans
Abstract	This article identifies a self-sustaining system of deficit narratives about students of color as an entry point for studies of cognition to engage with the sociopolitical context of mathematical learning. Principles from sociopolitical perspectives and Critical Race Theory, and historical analyses of deficit thinking in education research, support the investigation into the system. Using existing research about students' understanding of a limit in calculus as context, this article proposes a definition of a deficit perspective on sense making and unpacks some of its tenets. The data illustration in this article focuses on the mathematical sense making of a Chicana undergraduate student. The analysis uses an anti-deficit perspective to construct a sensemaking counter-story by a woman of color. The counter-story challenges existing deficit master-narratives about the mathematical ability of women of color. The article closes with a proposal for an anti-deficit method for studying the sense making of students of color. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01