Integrating Disability Studies and Critical Mathematics Education; Emerging Perspectives

Session Type: Symposium

Abstract

This panel will present emerging critical approaches to disability in the teaching and learning of mathematics. The panelists are a collection of scholars bridging Disability Studies in Education and critical mathematics education. Educational research on individuals with disabilities often implicitly or explicitly views disabilities by adopting a deficit model of the learner. The deficit model locates the “problem” within the student rather than in social, discursive, political, or structural contexts. This proposed panel calls for the expansion of theoretical frameworks used to understand the mathematical learning of students with disabilities, including critical mathematics, inclusive materialism, and disability studies. Our panel will offer alternative visions of mathematics education grounded in multiple conceptualizations of disability and learning differences.

Sub Unit

• SIG-Disability Studies in Education

Chair

• Katherine Lewis, University of Washington - Seattle

Papers

• Theoretical Cruxes in the Intersection of Disability Studies and Critical Mathematics Education - Rachel Lambert, Chapman University

• Widening the Lens: Exceptionality, Knowing and Learning, and Multiple Perspectives - Jessica Heather Barr-Hunt, North Carolina State University

• Dyscalculia, neuroscience and time: Rethinking the biopolitics of the body - Nathalie Sinclair, Simon Fraser University; Elizabeth De Freitas, Manchester Metropolitan University

• Reimagining Inclusive Mathematics Education: The Role of Disability Studies - Paulo Tan, University of Tulsa