Imagining mathematical thinking for inclusive curriculum: A conversation

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

A transcribed conversation between a mathematics educator and a disability studies educator is presented to highlight cross-disciplinary dialog as a fruitful space for recursive and reflexive engagement from which may emerge concepts to further both mathematics and disability education. The opening question, “How can I know what’s possible in terms of engaging students with disabilities in mathematical thinking and reasoning?,” sparks discussion. Critique of typical practices in special education and mathematics teaching are raised in terms of learning theories and ideologies of schooling. Takeaways include the promise of emphasizing mathematical thinking as a way to structure more inclusive educational experiences for students with disabilities.

Original languageEnglish
Pages (from-to)133-144
Number of pages12
JournalInvestigations in Mathematics Learning
Volume10
Issue number3
DOIs
StatePublished - 1 Jan 2018

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Disability
conversation
disability
mathematics
curriculum
educator
Further mathematics
disability studies
learning theory
special education
Mathematics Teaching
Ideologies
Learning Theory
student
dialogue
Reasoning
Teaching
Curriculum
education
experience

Keywords

  • Mathematical thinking
  • disability studies
  • inclusive education

Cite this

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Imagining mathematical thinking for inclusive curriculum : A conversation. / Greenstein, Steven; Baglieri, Susan.

In: Investigations in Mathematics Learning, Vol. 10, No. 3, 01.01.2018, p. 133-144.

Research output: Contribution to journalArticle

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