Social Inequality, Cultural Discontinuity, and Equity in School Mathematics.

Stanic, George M. A.

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Peer reviewed

ERIC Number: EJ432000

Record Type: CIJE

Publication Date: 1989

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0161-956X

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Social Inequality, Cultural Discontinuity, and Equity in School Mathematics.

Stanic, George M. A.

Peabody Journal of Education, v66 n2 p57-71 Win 1989

To achieve equity in school mathematics, educators must question assumptions about its nature and worth. The article recommends a fresh look at school mathematics and its relationship to societal structure as a whole. A research and reform agenda guided by the constructs of cultural discontinuity and social inequality is suggested. (SM)

Descriptors: Critical Theory, Cultural Context, Culture Conflict, Curriculum Design, Disadvantaged, Educational Change, Educational Discrimination, Elementary Secondary Education, Equal Education, Mathematics Education, Minority Groups, Social Influences

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A