Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/61784

Disability and Educators in Mathematics Schooling Research: A Critical Exploratory Review

Item Summary

Title:Disability and Educators in Mathematics Schooling Research: A Critical Exploratory Review
Authors:Paulo Tan & Rachel Lambert
Keywords:Mathematics Education
Education
Disability Studies in Education
Date Issued:2019
Publisher:University of Hawaii at Manoa -- Center on Disability Studies
Citation:Tan, P, & Rachel, L. (2019). Disability and Educators in Mathematics Schooling Research: A Critical Exploratory Review. Review of Disability Studies: An International Journal, 15(1).
Series:vol. 15, no. 1
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.
URI:http://hdl.handle.net/10125/61784
ISSN:1552-9215
Appears in Collections: RDS Volume 15, No. 1


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