A "Gap-Gazing" Fetish in Mathematics Education?: problematizing Research on the Achievement Gap

Autores: Rochelle Gutiérrez
Localización: Journal for research in mathematics education, ISSN 0021-8251, Vol. 39, Nº 4, 2008, págs. 357-364
Idioma: inglés
DOI: 10.5951/jresematheduc.39.4.0357
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Resumen
- A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students, perpetuating the myth that the problem (and therefore solution) is a technical one, and promoting a narrow definition of learning and equity.