ERIC Number: EJ1033686
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 35
Governing Equality: Mathematics for All?
Diaz, Jennifer D.
European Education, v45 n3 p35-50 Oct 2013
With the notion of governmentality, this article considers how the equal sign (=) in the U.S. math curriculum organizes knowledge of equality and inscribes cultural rules for thinking, acting, and seeing in the world. Situating the discussion within contemporary math reforms aimed at teaching mathematics for all, I draw attention to how the cultural embodiment of the equal sign in the curriculum works to order notions of sameness and difference as standards by which to compare children. This analysis of the equal sign is to consider how mathematics, society, and culture assemble in ways that order the "reason" of equality and the inclusion/exclusion of children into the all.
Descriptors: Mathematics Education, Equal Education, Symbols (Mathematics), Access to Education, Educational Change, Curriculum Development, Thinking Skills, Mathematics Curriculum, Elementary School Mathematics, Elementary School Students
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A