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Reconceptualizing Ability, Normativity, and Equity: Methodologies in Mathematics Education Resistance and Justice
Sun, April 24, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), SIG Virtual Rooms, SIG-Research in Mathematics Education Virtual Paper Session RoomSession Type: Structured Poster Session
Abstract
Although power and privilege are embedded in all mathematics learning environments, research on the teaching and learning of students with disabilities is dominated by individual cognitive theories of learning that do not expose the workings of racism, ableism, and injustices. This structured poster session addresses how mathematics education research can acknowledge the influence of constructed ideas of normalcy, intelligence, interventions, and excellence that lead to differential access to power on the organization of learning. Eight posters will feature research that juxtaposes fields of mathematics education and disability studies for creating more responsive and just mathematics educational practices. By bringing these lines of research in conversation with each other, we aim to broaden the field’s conceptualization of ability, normativity, and equity.
Sub Unit
Chairs
Papers
Brilliant Black Educators Humanizing Mathematics Educational Practices for and With Disabled Students of Color (Poster 1) - Alexis La'shay Martineau, Dallas Independent School District; Daviona Sims, Johns Hopkins University; Paulo Tan, University of Missouri - St. Louis; Cyera Taylor, Johns Hopkins University – Baltimore
Centering the Experiences of Students of Color With Dis/Abilities in Secondary Mathematics Classrooms (Poster 2) - Dina Mahmood, Chapman University
Critical Realism and Culturally Sustaining Pedagogy as Sociopolitical Tools for STEM Pan-Disability Culture and Intersectional Subalternity Empowerment (Poster 3) - Alexis Padilla, Independent Scholar
Gifted Educators and Equity Demands in Transforming Tier 3 Mathematics Interventions Involving Students of Color (Poster 4) - Ajaysie Gipson, Johns Hopkins University; Catherine Glover, Johns Hopkins University; Paulo Tan, University of Missouri - St. Louis
Including Students With Disability in Sociopolitical Reforms of Mathematics Education: Supporting Participation, Access, and Identity (Poster 5) - Jessica H. Hunt, North Carolina State University; Jonee Wilson, University of Virginia
Moving Beyond Deficit: Principles for Disability Justice in Mathematics Education (Poster 6) - Daniel Reinholz, San Diego State University; Cathery Yeh, University of Texas at Austin; Lisette Esmeralda Torres-Gerald, TERC; Paulo Tan, University of Missouri - St. Louis
Theorizing Complex Embodiment in Mathematics: Intersectionality, Emotion, and Relationships in Mathematical Identity Development (Poster 7) - Rachel Lambert, University of California - Santa Barbara; David Isaac Hernandez-Saca, University of Northern Iowa; Rebeca Mireles-Rios, University of California - Santa Barbara; Katherine Lewis, University of Washington - Seattle
(Un)Hidden Voices: Disabled Teachers and Students of Color as Holders and Creators of Knowledge (Poster 8) - Cathery Yeh, University of Texas at Austin; Emilia Frias, Magnolia School District