A Proposal for Political Knowledge for Teaching Inclusive Mathematics; Theoretical Grounding

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Constructing New Understandings of Learning in Mathematics and Science Education

Abstract

In line with AERA’s theme of futuring and centering the innovation of marginalized communities, we theorize new forms of teacher knowledge(s) for mathematics with/by disabled students, particularly disabled students of color. Building on scholarship in mathematics education on political teacher knowledge, we extend those ideas into disability. We argue that math teachers need (1) relational and emergent knowledge of disabled students as capable of complex mathematics, (2) recognition of systemic forces at play for disabled children in special education, and (3) critical collective consciousness at the intersections of disability, race, genders, and language. Transformative approaches towards changing the material conditions of mathematical learning with/by disabled students will enable teachers to build on student gifts toward just, inclusive futures.

Authors

• Alexis Padilla, Independent Scholar

• Paulo Tan, University of California - Santa Cruz

• Rachel Lambert, University of California - Santa Barbara