Disability and Educators in Mathematics Schooling Research: A Critical Exploratory Review
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Keywords
Mathematics Education, Education, Disability Studies in Education
Abstract
In this exploratory review, we use a disability studies lens to analyze the focus and outcomes of 15 recently published research articles that spotlight the role of educators in the mathematics schooling of students with disabilities. The results of our review not only point to continuation of problematic positioning and paradigms in research, but also underscore the value in supporting special educators’ mathematics understandings. Moreover, we note advancements in socio-contextual and socio-political research approaches that afford better understanding of the re/construction of disabled students, spaces, and pedagogy phenomena. We assert that outcomes of this review can inform more just research and practices for students with disabilities in mathematics education.
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Paulo Tan, University of Hawaii, Manoa
Paulo Tan, Ph.D., is an Assistant Professor of Mathematics Education in the Institute for Teacher Education at the University of Hawaii, Manoa. His research attends to inclusive mathematics education related to students with disabilities and ways to support stakeholders to advance equity and social justice.
Rachel Lambert, University of California, Santa Barbara
Rachel Lambert, Ph.D., is an Assistant Professor in the Gervitz Graduate School of Education at UC Santa Barbara. Her research explores the intersection of mathematics education and disability studies in education, focusing on how children come to understand themselves as particular kinds of math learners and how such identifications matter for subsequent learning.