Increasing Access to Mathematical Discussion for Students With Disabilities: Designing Intervention in Student Participation

• In Event: Hilton Roundtable Session 18
  In Roundtable Session: Culture and Power in Diverse Mathematics Classrooms

Abstract

Using a Disability Studies lens, this study explored how students in an inclusive 5th grade classroom engaged in mathematical discussion. Using video-recordings, field notes, and student and teacher interviews, initial data analysis revealed that students with disabilities participated less in small group and whole group mathematical discussion. The classroom teacher developed an intervention to increase student engagement in mathematics discussion. Initial analysis comparing student engagement in the first round of data collection, compared to after the teacher directed intervention, is promising. In this paper, we will describe the increased engagement of one student with autism, particularly how the teacher encouraged students to co-present their mathematical strategies, which supported increased participation for this student with autism.

Authors

• Rachel Lambert, Chapman University

• Jessica Heather Barr-Hunt, North Carolina State University

• Trisha Sugita, Chapman University

• Shayne Brophy, Chapman University