A "gap-gazing" fetish in mathematics education? Problematizing research on the achievement gap

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Abstract

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. I propose a new focus for research on advancement (excellence and gains) and interventions for specific groups.

Original languageEnglish (US)
Pages (from-to)357-364
Number of pages8
JournalJournal for Research in Mathematics Education
Volume39
Issue number4
StatePublished - Jul 1 2008

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

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