Inheriting the Historical Limits of Inclusion: When Making a Mathematical Mindset is not Enough
Abstract This study examines the contemporary commonsense idea in the United States that all children need to develop a «mathematical mindset» to achieve in the math classroom. The mathematical mindset appears to focus on fostering the belief that math learning and achievement can be developed – and are not related to fixed intellect or inherent abilities. This way of thinking about all children and inclusion within elementary math education reforms in the U.S. leaves unexamined how the psychological traits that define a mathematical mindset are not neutral or natural ways to think about children and their learning. Rather, they are historically and culturally created and produce the image of the child presumed to embody the «right» kind of mindset for learning math. Taking creativity and motivation as taken-for-granted psychological norms that define a mathematical mindset, this chapter analyzes how the terms for inclusion into the elementary math classroom also exclude by creating an image of the child who does not seem to have the mindset. More than about mathematics, the historical work seeks to understand how the making of a particular kind of child contributes to a way of thinking about inclusion that further differentiates and divides.
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Boaler, J.: Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching, San Francisco, CA, Jossey-Bass, 2016.
Bruner, J.: The process of education, Cambridge, MA, Harvard University Press, 1960. (Hacia una teoría de la instrucción, México, UTHEA, 1972).
College Entrance Examination Board (1959): «Report of the Commission on Mathematics», en Bidwell, J. K. y Clason, R. G. (1970). Readings in the history of mathematics education, Washington, D.C., National Council of Teachers of Mathematics.
Cochran, B. S.; Barson, A. y Davis, R. B.: «Child-created mathematics», Arithmetic Teacher, March (1970), pp. 211-215.
Díaz, J.: «Back to the Basics: Inventing the Mathematical Self», en Popkewitz, Thomas S. (ed.): The Reason of Schooling: Historicizing Curriculum, Pedagogy, and Teacher Education, New York, Routledge, 2015.
Díaz, J.: «New mathematics: A tool for living the modern life, making the mathematical citizen, and the problem of disadvantage», en Popkewitz, T.; Díaz, J y Kirchgasler, C. (eds.): A Political Sociology of Educational Knowledge: Studies of Exclusion and Difference, New York, Routledge, 2017, pp. 149-164.
Díaz, J.: The Paradox of Making In/equality: A Cultural History of Reforming Math for All, New York, Routledge, 2018.
Dweck, C.: Mindset, New York, The Random House Publishing Group, 2006.
Hacking, I.: «Inaugural lecture: Chair of philosophy and history of scientific concepts at the College de France», Economy and Society, 31(1) (2002), pp. 1-14.
Havighurst, R.: «Who are the socially disadvantaged?», Journal of Negro Education, 33(3) (1964), pp. 210-217.
Keiffer, M. y Greenholz, S.: «Don’t underestimate the inner city child», Arithmetic Teacher, November (1970), pp. 587-595.
Kline, M.: Why Johnny can’t add: The failure of new math, New York, St. Martin’s Press, 1973.
Nye, D. E.: American technological sublime, Cambridge, MA, MIT Press, 1994.
Nicholls, J. G.: «Quality and equality in intellectual development: The role of motivation in education», American Psychologist, (34)11 (1979), pp. 1071-1084.
Organization of Economic Cooperation and Development (OECD): Equations and inequalities: Making mathematics accessible to all, Paris, PISA, OECD Publishing, 2016.
Piaget, J.: The psychology of intelligence, New York, Hartcourt, Brace & Co., Inc., 1950.
Popkewitz, T. S.: Cosmopolitanism and the age of school reform: Science, education and making society by making the child, New York, Routledge, 2008. (El cosmopolitanismo y la era de la reforma escolar: la ciencia, la educación y la construcción de la sociedad mediante la construcción de la infancia, Madrid, Morata, 2009).
Popkewitz, T. S.; Franklin, B. y Pereyra, M.: Cultural history and education: Critical essays on knowledge and schooling, New York, NY, RoutledgeFalmer, 2001. (Historia cultural y educación: Ensayos críticos sobre conocimiento y escolarización, Barcelona, Pomares Corredor, 2003).
Riessman, F.: The culturally deprived child, New York: Harper & Row, 1962. (Trabajo psicológico y pedagógico con niños de clases populares, Buenos Aires, Tiempo contemporáneo, 1974).
Riessman, F.: «The overlooked positives of disadvantaged groups», The Journal of Negro Education, 33(3) (1964), pp. 225-231.
School Mathematics Study Group (SMSG): Mathematics for the elementary school: Book 1, Part 1. Teacher’s commentary, 1966aSchool Mathematics Study Group (SMSG): Mathematics for the elementary, school: Book 1, Part 2. Teacher’s commentary (Revised), 1966b.
Stanley, J. C.; Keating, D. P. y Fox, L. H. (eds.): Mathematical talent: Discovery, description, and development, Baltimore, MD, The Johns Hopkins University Press, 1974.
Stone, M. H.: «Some crucial problems of mathematical instruction in the United States», The School Review, 65(1) (1957), pp. 64-77.
Van de Walle, J.; Karp, K. y Bay-Williams, J.: Elementary and middle school mathematics: Teaching developmentally, Boston, MA, Allyn & Bacon, 2012.
(Traducción de Elena Patricia Hernández Rivero, Universidad de Salamanca)
Bruner, J.: The process of education, Cambridge, MA, Harvard University Press, 1960. (Hacia una teoría de la instrucción, México, UTHEA, 1972).
College Entrance Examination Board (1959): «Report of the Commission on Mathematics», en Bidwell, J. K. y Clason, R. G. (1970). Readings in the history of mathematics education, Washington, D.C., National Council of Teachers of Mathematics.
Cochran, B. S.; Barson, A. y Davis, R. B.: «Child-created mathematics», Arithmetic Teacher, March (1970), pp. 211-215.
Díaz, J.: «Back to the Basics: Inventing the Mathematical Self», en Popkewitz, Thomas S. (ed.): The Reason of Schooling: Historicizing Curriculum, Pedagogy, and Teacher Education, New York, Routledge, 2015.
Díaz, J.: «New mathematics: A tool for living the modern life, making the mathematical citizen, and the problem of disadvantage», en Popkewitz, T.; Díaz, J y Kirchgasler, C. (eds.): A Political Sociology of Educational Knowledge: Studies of Exclusion and Difference, New York, Routledge, 2017, pp. 149-164.
Díaz, J.: The Paradox of Making In/equality: A Cultural History of Reforming Math for All, New York, Routledge, 2018.
Dweck, C.: Mindset, New York, The Random House Publishing Group, 2006.
Hacking, I.: «Inaugural lecture: Chair of philosophy and history of scientific concepts at the College de France», Economy and Society, 31(1) (2002), pp. 1-14.
Havighurst, R.: «Who are the socially disadvantaged?», Journal of Negro Education, 33(3) (1964), pp. 210-217.
Keiffer, M. y Greenholz, S.: «Don’t underestimate the inner city child», Arithmetic Teacher, November (1970), pp. 587-595.
Kline, M.: Why Johnny can’t add: The failure of new math, New York, St. Martin’s Press, 1973.
Nye, D. E.: American technological sublime, Cambridge, MA, MIT Press, 1994.
Nicholls, J. G.: «Quality and equality in intellectual development: The role of motivation in education», American Psychologist, (34)11 (1979), pp. 1071-1084.
Organization of Economic Cooperation and Development (OECD): Equations and inequalities: Making mathematics accessible to all, Paris, PISA, OECD Publishing, 2016.
Piaget, J.: The psychology of intelligence, New York, Hartcourt, Brace & Co., Inc., 1950.
Popkewitz, T. S.: Cosmopolitanism and the age of school reform: Science, education and making society by making the child, New York, Routledge, 2008. (El cosmopolitanismo y la era de la reforma escolar: la ciencia, la educación y la construcción de la sociedad mediante la construcción de la infancia, Madrid, Morata, 2009).
Popkewitz, T. S.; Franklin, B. y Pereyra, M.: Cultural history and education: Critical essays on knowledge and schooling, New York, NY, RoutledgeFalmer, 2001. (Historia cultural y educación: Ensayos críticos sobre conocimiento y escolarización, Barcelona, Pomares Corredor, 2003).
Riessman, F.: The culturally deprived child, New York: Harper & Row, 1962. (Trabajo psicológico y pedagógico con niños de clases populares, Buenos Aires, Tiempo contemporáneo, 1974).
Riessman, F.: «The overlooked positives of disadvantaged groups», The Journal of Negro Education, 33(3) (1964), pp. 225-231.
School Mathematics Study Group (SMSG): Mathematics for the elementary school: Book 1, Part 1. Teacher’s commentary, 1966aSchool Mathematics Study Group (SMSG): Mathematics for the elementary, school: Book 1, Part 2. Teacher’s commentary (Revised), 1966b.
Stanley, J. C.; Keating, D. P. y Fox, L. H. (eds.): Mathematical talent: Discovery, description, and development, Baltimore, MD, The Johns Hopkins University Press, 1974.
Stone, M. H.: «Some crucial problems of mathematical instruction in the United States», The School Review, 65(1) (1957), pp. 64-77.
Van de Walle, J.; Karp, K. y Bay-Williams, J.: Elementary and middle school mathematics: Teaching developmentally, Boston, MA, Allyn & Bacon, 2012.
(Traducción de Elena Patricia Hernández Rivero, Universidad de Salamanca)
Díaz, J. (2022). Inheriting the Historical Limits of Inclusion: When Making a Mathematical Mindset is not Enough. Historia De La Educación, 40(1), 157–173. https://doi.org/10.14201/hedu202140157173
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