A Disability Studies in Education Deconstruction of "Evidence-Based Practices" in Mathematics Research

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Teacher Practices and Disability Studies in Education

Abstract

In this presentation we report on a research count that used a Disability Studies in Education lens to analyze the methodologies and pedagogical orientations of current (2013-2017, n =111) research in mathematics teaching and learning that meets the general criteria for “evidence-based practice.” We found students with disabilities were much more likely to be studied using quantitative methods (81%) than students without disabilities (44%). Over 50% of the mathematics education research that included disability was behavioral, compared to 21% of research that did not include disability. We present possible provocations, or ways to frame this data in order to compel discussion of how research frames students with disabilities within a narrow, and limiting, mathematical pedagogy.

Authors

• Rachel Lambert, University of California - Santa Barbara

• Paulo Tan, Johns Hopkins University