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ERIC Number: ED389536
Record Type: RIE
Publication Date: 1995-Oct
Pages: 26
Abstractor: N/A
Reference Count: N/A
Fairness in Dealing: Diversity, Psychology, and Mathematics Education.
Damarin, Suzanne K.
This paper lies at the interpretive intersection of several lines of research, some of them quite familiar to mathematics educators, and some of them probably less so. Among familiar discourses are cognitive constructivism, social construction, situated learning, and the psychological study of differences between groups defined by gender, race, ethnicity, and other variables used to categorize persons. Less familiar literatures and discourses include cultural studies, feminist research and theorizing, and postmodern social sciences, among others. Within the space inscribed by these theories, discourses, and research traditions and findings, this paper excavates issues surrounding the basic questions of what knowledge and approaches can be applied in order to increase the"fairness in dealing" with all students in and through mathematics curriculum, instruction, assessment, and related activities. And what are the implications for research in mathematics education, particularly research that invokes and pursues knowledge categorized as psychological? Contains 112 references. (Author/MKR)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Plenary paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177. For reaction papers, see SE 057 180-181.