Avoiding a New Math War: Harmonizing Tensions Between Mathematics Education and Special Education Over Disability

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Research in Mathematics Education Virtual Poster Session

Abstract

This paper integrates complexity and natural computationalism theories as a possible solution for harmonizing the seemingly incommensurate perspectives between mathematics education reform’s desire for deepening student thinking, and special education’s understandable inclination to satisfy legal requirements quickly, often using heavy explicit, systematic instruction. Using constant comparative methods on data from several completed studies, I develop theory supporting the broader adoption of strength-based approaches: (1) that allow for targeted use of explicitness during critical lesson moments, such as the teacher summaries that connect across multiple student solution methods, (2) harnessing internal diversities, such as during natural differentiation to common lesson offers, and (3) utilizing tension as an oscillatory equilibrium system for refining both sides quality of research.

Author

• Thomas E. Ricks, Louisiana State University