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

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dc.contributor.authorPaulo Tan & Rachel Lambert
dc.date.accessioned2019-03-21T20:21:13Z
dc.date.available2019-03-21T20:21:13Z
dc.date.issued2019
dc.description.abstractIn 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.
dc.identifier.citationTan, P, & Rachel, L. (2019). Disability and Educators in Mathematics Schooling Research: A Critical Exploratory Review. Review of Disability Studies: An International Journal, 15(1).
dc.identifier.issn1552-9215
dc.identifier.urihttp://hdl.handle.net/10125/61784
dc.language.isoeng
dc.publisherUniversity of Hawaii at Manoa -- Center on Disability Studies
dc.relation.ispartofseriesvol. 15, no. 1
dc.subjectMathematics Education
dc.subjectEducation
dc.subjectDisability Studies in Education
dc.titleDisability and Educators in Mathematics Schooling Research: A Critical Exploratory Review
dc.typeResearch Articles and Essays
dc.type.dcmiText

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RDS Volume 15, No. 1