Year-end Sale % OFF 
Abstract
The author draws on tenets of critical race theory to investigate the political and conceptual underpinnings of opportunity-to-learn standards. More specifically, he examines the potential influence of opportunity-to-learn standards on the mathematics education of African American students. Four questions are raised and discussed related to the adequacy of opportunity-to-learn standards as a framework for improving the mathematics performance of African American students. The author concludes that opportunity-to-learn standards should be built on (a) the rapid growth and changes in mathematics; (b) constructivist principles of learning; (c) the concept of fiscal adequacy; and (d) cultural factors that influence mathematics learning.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
