‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

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

doi:10.1163/9789004378735_008

‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

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

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Original language	English
Title of host publication	Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners
Editors	Roberta Hunter, Marta Civil, Beth Herbel-Eisenmann, Núria Planas, David Wagner
Publisher	Sense Publishers
Pages	147-170
ISBN (Electronic)	9789463512121
ISBN (Print)	9789463512107, 9789463512114
DOIs	https://doi.org/10.1163/9789004378735_008
Publication status	Published - 2018

Keywords

MathTASK
CAPTeaM

Access to Document

10.1163/9789004378735_008

https://www.sensepublishers.com/catalogs/bookseries/other-books/mathematical-discourse-that-breaks-barriers-and-creates-space-for-marginalized-learners/

Embargoed Document

Chapter
Accepted author manuscript, 786 KB
Embargo ends: 31/12/99

2 Finished

Beyond CAPTeaM: Deconstructing the notion of the normal mathematics student/classroom and attuning mathematics teaching strategies to student diversity
Nardi, E.
British Academy
1/11/16 → 31/08/21
Project: Research
Challenging Ablist Perceptions of Mathematical Learning
Nardi, E., Biza, I. & Corby, D.
British Academy
1/09/14 → 30/09/15
Project: Research

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.
Research output: Contribution to journal › Article › peer-review

Open Access
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3 Citations (Scopus)

71 Downloads (Pure)

Cite this

Nardi, E., Healy, L., Biza, I., & Hassan Ahmad Ali Fernandes, S. (2018). ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners (pp. 147-170). Sense Publishers. https://doi.org/10.1163/9789004378735_008

Nardi, Elena ; Healy, Lulu ; Biza, Irene et al. / ‘Feeling’ the mathematics of disabled learners : Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. editor / Roberta Hunter ; Marta Civil ; Beth Herbel-Eisenmann ; Núria Planas ; David Wagner. Sense Publishers, 2018. pp. 147-170

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title = "{\textquoteleft}Feeling{\textquoteright} the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms",

keywords = "MathTASK, CAPTeaM",

author = "Elena Nardi and Lulu Healy and Irene Biza and {Hassan Ahmad Ali Fernandes}, Solange",

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isbn = "9789463512107",

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Nardi, E, Healy, L, Biza, I & Hassan Ahmad Ali Fernandes, S 2018, ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. in R Hunter, M Civil, B Herbel-Eisenmann, N Planas & D Wagner (eds), Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Sense Publishers, pp. 147-170. https://doi.org/10.1163/9789004378735_008

‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. / Nardi, Elena; Healy, Lulu; Biza, Irene et al.
Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. ed. / Roberta Hunter; Marta Civil; Beth Herbel-Eisenmann; Núria Planas; David Wagner. Sense Publishers, 2018. p. 147-170.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - ‘Feeling’ the mathematics of disabled learners

T2 - Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

AU - Nardi, Elena

AU - Healy, Lulu

AU - Biza, Irene

AU - Hassan Ahmad Ali Fernandes, Solange

PY - 2018

Y1 - 2018

KW - MathTASK

KW - CAPTeaM

U2 - 10.1163/9789004378735_008

DO - 10.1163/9789004378735_008

M3 - Chapter

SN - 9789463512107

SN - 9789463512114

SP - 147

EP - 170

BT - Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners

A2 - Hunter, Roberta

A2 - Civil, Marta

A2 - Herbel-Eisenmann, Beth

A2 - Planas, Núria

A2 - Wagner, David

PB - Sense Publishers

ER -

Nardi E, Healy L, Biza I, Hassan Ahmad Ali Fernandes S. ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In Hunter R, Civil M, Herbel-Eisenmann B, Planas N, Wagner D, editors, Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Sense Publishers. 2018. p. 147-170 doi: 10.1163/9789004378735_008

‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

Keywords

Access to Document

Embargoed Document

Projects

Beyond CAPTeaM: Deconstructing the notion of the normal mathematics student/classroom and attuning mathematics teaching strategies to student diversity

Challenging Ablist Perceptions of Mathematical Learning

Research output

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

Cite this