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• W9155972 abstract "Introduction The National Council of Teachers of Mathematics (NCTM) claims in its reform documents (NCTM, 1989, 1991) that a comprehensive mathematics education of every child is the most compelling goal of the current reform in mathematics education. Also, throughout the documents, emphasis is placed on providing opportunities for all children to become mathematically literate. The emphasis on every child and all children should be construed to mean that it is the attainment of mathematical literacy by these children that is paramount. However, in an NCTM call for papers for publishing several volumes on Changing the Faces of Mathematics (see NCTM, 198S, p. 559), part of the focus seems to be on providing perspectives of groupings based on gender, race, and color. Although one might argue that perspectives on the groupings can provide information on how to promote mathematical literacy for each group, I believe the groupings will rather blur the most pertinent issues (which I address shortly) involved in fostering the development of mathematical literacy. The danger in pursuing such groupings is that people might attempt to provide different curricula considered to be suitable for different groupings. (The Ebonics episode should serve as a reminder of this danger). Rather, I think efforts should be directed at providing opportunities for all students (whatever their mix), not only in the same classroom but at the same grade level, to experience the same curricula. Notice, however, that what each student actually experiences will vary, since different students will be working at different rates. It is against this background and my personal experience of having taught mathematics to diverse groups of students in the same classroom over three continents and over several years (see Anku, 1996a) that I believe maintaining the status quo of stereotypes of groupings according to gender, race, or color through multiculturalism will make mathematics murky and work against the vision of the reform. I don't intend to engage in purely academic arguments: rather, I intend to provide arguments based on my experience. Multiculturalism I am aware that multiculturalism is a fuzzy idea. This may be due to the fact that there are many competing conceptions of multiculturalism. Nelson, Joseph, and Williams (1993) attempt to distinguish three of them: education through many cultures, education into many cultures, and education for many cultures. Although knowledge of these distinctions is useful (as the latter tend to make the idea less fuzzy), the different conceptions should not distract mathematics teachers from the business of mathematics education, which should be focusing on each student in their classrooms and helping such a student become mathematically literate (NCTM, 1989). Multiculturalism in terms of using how mathematics was developed through different cultures to help students of diverse cultures (in the same classroom) to make sense of mathematics should be more useful. Students can learn how mathematics was developed through multiple cultures. Or teachers can use the many ways that different cultures developed mathematics as means for introducing and emphasizing mathematics concepts. For example, pick on Chinese abacus (or the calculator) to teach speed in calculations and how to make sense of numbers or pick on Ghanaian kente weaving to enrich the teaching of symmetry and tessellation. Notice that students in these classes need not be Chinese or Ghanaians: The NCTM journals Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher all have numerous articles addressing mathematics developed from many cultures or embedded in many cultural activities (see Shirley, 1996, for an example). Aggregating people into groups based on gender, race, and color and focusing on the groups (instead of the individual) will make teachers compromise each child's needs to attain standards of mathematical literacy. …" @default.
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• W9155972 date "1997-12-22" @default.
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• W9155972 title "Multiculturalism: Making Mathematics Murky?" @default.
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