Critique of dominant research paradigms in mathematics learning and a shift toward interdisciplinary, asset-based approaches¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The chapter's organizing argument is that prevailing research paradigms for understanding mathematics learning are inadequate and should be replaced by interdisciplinary and asset-based approaches. The overview states: "This chapter critiques the dominant research paradigms for understanding mathematics learning and argues for a shift toward interdisciplinary and asset-based approaches." The framework reorients research away from deficit-oriented paradigms toward approaches that treat marginalized learners' assets as central, and it is addressed to researchers and other stakeholders in mathematics education.

Design Implications¶

Context¶

Requirements¶

• Researchers and stakeholders in mathematics education adopt interdisciplinary and asset-based approaches when designing studies of mathematics learning

Constraints¶

• The supplied text presents the framework at the level of a chapter overview; it does not print the specific paradigms critiqued or the detailed framework components

Target Learners¶

• Youth learning mathematics, particularly students from historically marginalized communities

Target Learning Objectives¶

• Mathematics learning and academic opportunity in mathematics education

Claims¶

• Mathematics Education Gatekeeper Marginalized Students [+W]
• Educational psychology has long neglected marginalized learners and remains complicit in imposing normative standards and social stratification [+W]

Related Theories¶

• Integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis across the handbook
• Ecological Paradigm of Interdisciplinary Learning

Examples¶

• Offer researchers and stakeholders concrete examples, frameworks, and recommendations to reimagine the role of research in mathematics education

Key Sources¶

• What We Know About Learning: Taking Responsibility for Interdisciplinary Complexity in Educating Youth in Mathematics. (2025). Handbook of Race, Equity, and Asset-Based Research in Educational Psychology, Routledge Press. https://consortium.uchicago.edu/publications/what-we-know-about-learning