Equity in Mathematics Education Through Collaborative Inquiry in Professional Learning: A Case Study

• In Event: Professional Development for Inclusive Practice: Exploring Teacher Perceptions and Discourse

Abstract

Students with low incidence disabilities have historically been excluded from participating in rich and meaningful learning experiences in schools, especially in core content areas such as mathematics. Calls for equitable educational paradigms have serious implications for researchers and practitioners who seek to better understand and implement transformative types of changes in mathematics classrooms. Such changes necessitate powerful models of professional learning. Once such model is the formation of a professional learning community composed of practitioners and researchers working in critical and collaboratively inquiry in learning sessions aimed at advancing equitable practices in mathematics for students with low incidence disabilities. This presentation elucidates a case study which explored how four teachers made meaning from such a professional learning model.

Authors

• Paulo Tan, Indiana University

• Kathleen King Thorius, Indiana University - IUPUI

• Marsha Simon, Indiana University - IUPUI