Research Rationalities and the Construction of the Deficient Multilingual Mathematics Learner

Directions of intentionalities in special needs education in mathematics

“…Therefore, we argue that a recognition of values and assumptions made in our and other research on SEM-students is necessary. We agree with Halai et al (2016), who stresses:…”

“…This indicates that both research and society make the value assumptions that groups of students can and should be compared by achievement. Intrinsically, this illustrates that privileged groups (i.e., students who achieve according to policy standards) are constructed as the desired students regardless of whether research actually seeks to counteract this disadvantage and privilege (compared to Halai et al, 2016). Value assumptions that are directed towards sociopolitical approaches to SEM and where issues of equity and democracy are at the core are most displayed in the direction of intentionalities towards every student's learning.…”

“…However, labelling mathematics teaching and learning as challenging also defines our own assumptions and positioning as researchers. We draw upon Halai, Muzaffar, and Valero (2016), who stressed that research is not neutral or value free, and at the same time as research communicates and explores a problem, it also contributes to the problem itself and exerts power. Although Halai et al (2016) examined the rationalities in research and the (deficient) multilingual learner, the foundations in the research at hand, the reason to explore a potentially marginalised group of students and the following effects of power, is similar.…”

El deseo de acceso y equidad en la educación matemática

“…Esta es una posición que concibe la investigación no como una representación de la realidad social, sino como un elemento que forma y construye aquella realidad social al ser el conocimiento experto que formula maneras particulares de pensar y de actuar sobre los objetos y sujetos de investigación. En otras palabras, y como he argumentado en varios escritos (Halai, Muzaffar y Valero, 2016;Valero y García, 2014), la investigación en educación matemática genera marcos discursivos y racionalidades sobre lo que se considera como educación matemática en tiempos y lugares determinados. El surgimiento de la conexión entre educación matemática y justicia social y equidad es un ejemplo de esto, como se ha mostrado, y como se puede mirar en más detalle en discusiones sobre la emergencia de la idea de "matemáticas para todos" (Díaz, 2014;Valero, 2013).…”