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The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child:

The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child: School subjects are analogous to medieval alchemy. There is a magical change as mathematics, science, and social sciences move from their disciplinary spaces into the classroom. The educational and social psychologies have little or nothing to do with understanding disciplinary practices. They are intellectual inventions for normalizing and governing the child’s conduct, relationships, and communications. The author examines this alchemy in standards-based mathematics educational policy and research for K–12 schools. He argues that (a) the emphasis on “problem solving,” collaboration, and “communities of learning” sanctify science and scientists as possessing authoritative knowledge over increasing realms of human phenomena, thus narrowing the boundaries of possible action and critical thought; and (b) while reforms stress the need for educational equity for “all children,” with “no child left behind,” the pedagogical models divide, demarcate, and exclude particular children from participation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child:

American Educational Research Journal , Volume 41 (1): 32 – Nov 30, 2016

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References (91)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312041001003
Publisher site
See Article on Publisher Site

Abstract

School subjects are analogous to medieval alchemy. There is a magical change as mathematics, science, and social sciences move from their disciplinary spaces into the classroom. The educational and social psychologies have little or nothing to do with understanding disciplinary practices. They are intellectual inventions for normalizing and governing the child’s conduct, relationships, and communications. The author examines this alchemy in standards-based mathematics educational policy and research for K–12 schools. He argues that (a) the emphasis on “problem solving,” collaboration, and “communities of learning” sanctify science and scientists as possessing authoritative knowledge over increasing realms of human phenomena, thus narrowing the boundaries of possible action and critical thought; and (b) while reforms stress the need for educational equity for “all children,” with “no child left behind,” the pedagogical models divide, demarcate, and exclude particular children from participation.

Journal

American Educational Research JournalSAGE

Published: Nov 30, 2016

Keywords: inequality,policy,politics of research,reform standards,school knowledge

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