Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks

Elena Nardi; Lulu Healy; Eirini Biza; Solange Hassan Ahmad Ali Fernandes

Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks

Elena Nardi, Lulu Healy, Eirini Biza, Solange Hassan Ahmad Ali Fernandes

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Abstract

CAPTeaM (Challenging Ableist Perspectives on the Teaching of Mathematics) investigates how ableist perspectives – according to which to be able-bodied is the norm and disability is a disadvantage that must be overcome – impact upon the teaching of mathematics. CAPTeaM is a partnership between researchers in the UK and Brazil which brings together approaches to investigating and transforming teacher beliefs and research into the mathematical learning of disabled students. We develop and trial situation-specific tasks that invite teacher reflection on incidents of disabled students’ mathematical contributions. In this paper we present two types of tasks and illustrate analyses of data collected from 81 teachers that explore their views on including these contributions in their mathematics classrooms.

Original language	English
Pages	347-354
Number of pages	8
Publication status	Published - 2016

Keywords

MathTASK
CAPTeaM

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Accepted manuscriptAccepted author manuscript, 307 KB

1 Article

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents
Biza, I. & Nardi, E., 2019, In: International Journal for Lesson and Learning Studies. 9, 1, p. 43-56 14 p.
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title = "Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks",

abstract = "CAPTeaM (Challenging Ableist Perspectives on the Teaching of Mathematics) investigates how ableist perspectives – according to which to be able-bodied is the norm and disability is a disadvantage that must be overcome – impact upon the teaching of mathematics. CAPTeaM is a partnership between researchers in the UK and Brazil which brings together approaches to investigating and transforming teacher beliefs and research into the mathematical learning of disabled students. We develop and trial situation-specific tasks that invite teacher reflection on incidents of disabled students{\textquoteright} mathematical contributions. In this paper we present two types of tasks and illustrate analyses of data collected from 81 teachers that explore their views on including these contributions in their mathematics classrooms.",

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AB - CAPTeaM (Challenging Ableist Perspectives on the Teaching of Mathematics) investigates how ableist perspectives – according to which to be able-bodied is the norm and disability is a disadvantage that must be overcome – impact upon the teaching of mathematics. CAPTeaM is a partnership between researchers in the UK and Brazil which brings together approaches to investigating and transforming teacher beliefs and research into the mathematical learning of disabled students. We develop and trial situation-specific tasks that invite teacher reflection on incidents of disabled students’ mathematical contributions. In this paper we present two types of tasks and illustrate analyses of data collected from 81 teachers that explore their views on including these contributions in their mathematics classrooms.

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ER -

Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks

Abstract

Keywords

Access to Document

Research output

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents

Cite this