A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice

Tan, Paulo; Lambert, Rachel; Padilla, Alexis C.; Wieman, Rob

doi:10.1016/j.jmathb.2018.09.001

Cited by 31 publications

(23 citation statements)

References 48 publications

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“…An emerging framework in the field of inclusive mathematics education is the Disability Studies in Mathematics Education (DSME) framework (Tan et al 2019). There are three 'lenses' to the DSME, considering the nature of disabilities, mathematics learners and mathematics classrooms.…”

Section: Our Themes Through a Disability Studies In Mathematics Educamentioning

confidence: 99%

Inclusive practices in the teaching of mathematics: some findings from research including children with Down syndrome

Faragher

Clarke

2019

Math Ed Res J

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Children with Down syndrome can and do learn important mathematics and increasingly, this is occurring in regular school classrooms. The research literature offers little about the practices of effective primary school teachers who are including children with Down syndrome in the teaching of mathematics. In this paper we present findings from a project that followed teachers' journeys through a school year as they taught mathematics in primary classrooms including a child with Down syndrome. In particular, we focus on one aspect of the project: the nature of the teachers' practice and the specific challenges that emerged during teaching and planning. Data were collected through classroom observations, interviews with teaching team members and examining learning artefacts such as work samples and reflection journals. Classroom experiences in such contexts often require adjustments both in the planning and in the implementation. Vignettes illustrate such adjustments and provide insights into the teacher decision-making involved. Themes that emerged from analysis of the data are discussed. These themes were based on researcher reflections and meetings following each round of observations and were reported back to the teachers for verification. We explore the themes, reflecting on current policy influencing inclusive education in Australia and internationally, highlighting challenges that emerged in seemingly straightforward concepts. Our aim in this paper is to explore examples of an innovative approach to mathematics education for students with Down syndrome-the technique of teaching all students the mathematics from their year level, with adjustments. The careful study of the practices of teachers offers implications for effective inclusive mathematics education for the diverse classrooms that are increasingly the norm across Australia and around the world.

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Section: Our Themes Through a Disability Studies In Mathematics Educamentioning

confidence: 99%

Inclusive practices in the teaching of mathematics: some findings from research including children with Down syndrome

Faragher

Clarke

2019

Math Ed Res J

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“…The 2012 German PIAAC survey (GESIS 2012) left out persons living in institutional settings (e.g., prisons and homes for the elderly or for adults with disabilities), which massively reduced the probability that adults with learning difficulties would be included in the sample (see Schreiber-Barsch et al 2020, p. 582). Furthermore, stocktaking papers on the respective epistemological foundations of survey designs have documented the predominance of cognitive testing and behaviourism rationales that favour medical models of disability, and thereby deficit-oriented perspectives (Magne 2003;Tan et al 2019). Taking into account Smith's key paradigms of a global testing culture outlined above thus strengthens our appraisal that individualism and positivism also seem to have a strong impact on adult numeracy and disability research.…”

Section: Numeracymentioning

confidence: 84%

“…The conflict arises out of a suspected or proven "clash" between a person's (perceived) abilities and an environment's context-contingent expectations of certain degrees of functioning that are considered basic in that environment. The conflict culminates in the case of disability within the context of an ability regime (see also Tan et al 2019). Such conflicts cannot be ultimately erased, they are a regular part of learning processes and might also (unintentionally) occur within the context of participatory research, as exemplified below in the section where we discuss selected data from our small-scale qualitative study on numeracy practices of adults with learning difficulties.…”

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confidence: 99%

Abilities in the blind spot of testing regimes: Eliciting the benefits and the limitations of participatory research approaches for numeracy in adult basic education

Curdt

Schreiber‐Barsch

2020

Int Rev Educ

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In the past decade, the numeracy component in adult basic education has gained scholarly attention. The issue has been addressed by large-scale assessments of adults' skills and intergovernmental policy agendas, but also by qualitative research into numeracy from the perspective of social practice theory. However, some aspects of numeracy are still under-researched. This article argues that adults with learning difficulties (also referred to by some as intellectual disabilities) and their numeracyrelated abilities are still hidden in the blind spot of large-scale testing regimes. To address this underrepresentation, the authors present an overview of the key paradigms of a global testing culture, outline their two areas of interest, disability and numeracy, and identify the blind spots of large-scale international surveys. They consider ways of extending the range of methodological approaches to investigating (literacy and) numeracy, and opt for a participatory research approach, for which they identify five guiding principles. They showcase and reflect on these guiding principles by presenting selected data from a small-scale qualitative study on numeracy practices of adults with learning difficulties. Their aim is to demonstrate the benefits and limitations of using participatory research approaches in the context of investigating numeracy among all members of a country's adult population.

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“…UD has been advocated as a way to address the needs of the diversity of learners in postsecondary STEM education [11], yet in the field of university mathematics research, its reported implementations are rare. Furthermore, it is the field of mathematics education especially that has been claimed to neglect the voice of the disabled students by only seeing them through their deficits [3,4,10]. Within this context, a course model for undergraduate mathematics was designed through the principles of both UDL and UDA.…”

Section: Discussionmentioning

confidence: 99%

“…Lately, there has been a call for a socio-political turn in postsecondary mathematics education [2], but the voice of disabled students is still widely neglected in this field. Tan and Kastberg [3] have argued that in mathematics educational research in general, disabled students are rarely seen as thinkers and doers of mathematics, but rather are seen through their cognitive deficits (see also [4]). For example, Perkin and Croft [5] highlighted issues that dyslexic students of university mathematics might encounter in their studies, including problems with mathematical notation, learning strategies and examination situations.…”

Section: Introductionmentioning

confidence: 99%

Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

Nieminen

Pesonen

2019

Education Sciences

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Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co-designing, inclusive learning environments in mathematics.

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A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice

Cited by 31 publications

References 48 publications

Inclusive practices in the teaching of mathematics: some findings from research including children with Down syndrome

Inclusive practices in the teaching of mathematics: some findings from research including children with Down syndrome

Abilities in the blind spot of testing regimes: Eliciting the benefits and the limitations of participatory research approaches for numeracy in adult basic education

Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

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