Is the multiculturalization of mathematics doing us more harm than good?

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Few people would deny that mathematics is an important skill that should be acquired and applied by all citizens. However, there is great debate in the mathematics education community about how best to teach and reach all students.1 At times the debate has centered around issues of tracking (whether or not schools should group students according to their perceived abilities),2 and at other times around issues such as curriculum standards (creating a common curriculum that focuses on problem solving, reasoning, communications, and connections).3 With increased proportions of nonwhite school-aged children in the United States, the debate recently has come to focus on student culture and the curriculum (whether and how to incorporate the needs of a diverse student population).

Original languageEnglish (US)
Title of host publicationMulticultural Curriculum
Subtitle of host publicationNew Directions for Social Theory, Practice, and Policy
EditorsRam Mahalingam, Cameron McCarthy
PublisherTaylor and Francis
Pages199-220
Number of pages22
ISBN (Electronic)9781136052149
ISBN (Print)0415920132, 9780415920148
DOIs
StatePublished - 2000

ASJC Scopus subject areas

  • Social Sciences(all)

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