A Cultural History of Reforming Math for All

The Paradox of Making In/equality

Jennifer Diaz, Daniel Troehler, Jennifer D. Diaz

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English

Routledge
10 December 2019

Philosophy & theory of education; Moral & social purpose of education; Educational strategies & policy; Teaching of a specific subject; Educational: Mathematics & numeracy

Series: Routledge Cultural Studies in Knowledge, Curriculum, and Education

While many accept that math is a universal, culturally indifferent subject in school, this book demonstrates that this is anything but true. Building off of a historically conscious understanding of school reform, Diaz makes the case that the language of mathematics, and the symbols through which it is communicated, is not merely about the alleged cultural indifference of mathematical thinking; rather, mathematical teaching relates to historical, cultural, political, and social understandings of equality that order who the child is and should be. Focusing on elementary math for all education reforms in America since the mid-twentieth century, Diaz offers an alternative way of thinking about the subject that recognizes the historical making of contemporary notions of inequality and difference.

By: Jennifer Diaz, Jennifer D. Diaz
Series edited by: Daniel Troehler
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm,
Weight: 453g
ISBN: 9780367877125
ISBN 10: 0367877120
Series: Routledge Cultural Studies in Knowledge, Curriculum, and Education
Pages: 136
Publication Date: 10 December 2019
Audience: College/higher education , Primary
Format: Paperback
Publisher's Status: Active

1. Introduction: The Study of School Mathematics is Not About Mathematics 2. The Cultural Politics of School Math: The Problem of In/Equality in the Equal Sign 3. Post War Planning, Reforming Mathematics, and the Cultural (Re)production of Children 4. Creating the Great Society: Making New Math, the Mathematical Citizen, and the Problem of Disadvantage 5. Civil Rights, Fears of Failure, and the Motivation of Basic Skills: Fabricating the Mathematically Dis/abled Individual 6. Planning the 21st Century Future: Standardizing Mathematical Kinds of People to Manage Risk 7. The Alchemy of School Subjects and the Im/Possibilities of Reform

Jennifer D. Diaz is Assistant Professor of Education at Augsburg University, USA.