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ERIC Number: EJ1161160
Record Type: Journal
Publication Date: 2017-Nov
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Keeping the Focus on Underserved Students, Privilege, and Power: A Reaction to Clements and Sarama
Kitchen, Richard; Berk, Sarabeth
Journal for Research in Mathematics Education, v48 n5 p483-487 Nov 2017
In our response to Clements and Sarama (2017), we address the 5 issues that they identify as criticisms of our Research Commentary (Kitchen & Berk, 2016). As in our original commentary, we highlight concerns we have regarding the delivery of [computer-assisted instruction] CAI programs and potential misuses of CAI, particularly at Title I schools that largely serve historically marginalized student groups. Specifically, we concentrate on how CAI may contribute to underserved students generally experiencing mathematics in impoverished ways that do not align with reforms being advocated by the mathematics education community. We also argue that Clements and Sarama appear to dismiss or ignore our central argument that some CAI programs are not designed or are not being used to support the development of students' mathematical reasoning and fluency. [For "Valid Issues but Limited Scope: A Response to Kitchen and Berk's Research Commentary on Educational Technology" by Douglas H. Clements and Julie Sarama, see EJ1161168.]
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
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A