Untangling the Web of Deficit Discourses in Mathematics Education

Autor/inn/en	Adiredja, Aditya P.; Louie, Nicole
Titel	Untangling the Web of Deficit Discourses in Mathematics Education
Quelle	In: For the Learning of Mathematics, 40 (2020) 1, S.42-46 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Education; Equal Education; Social Bias; At Risk Students; Cultural Influences; Social Influences; History; Political Issues; Minority Group Students; Racial Bias; Ethnicity; School Culture + Suchen Sie Ihr Suchwort? Mathematische Bildung; Cultural influence; Kultureinfluss; Sozialer Einfluss; Geschichte; Geschichtsdarstellung; Politischer Faktor; Racial discrimination; Rassismus; Ethnizität; Schulkultur; Schulleben
Abstract	Despite advances toward equity, mathematics education continues to be entangled with deficit discourses at every level. Here, we analyze the webs of meaning that comprise deficit discourses. We show how these discourses are supported by seemingly neutral narratives about what counts as mathematics and narratives about students from marginalized groups. Drawing on social, cultural, historical, and political perspectives, we advance a framework that illuminates how deficit discourses are mutually reinforced across multiple layers of social organization. Examining the systemic nature of the reproduction of deficit discourses is essential for understanding why they persist in mathematics education and society more broadly. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01