Imagining mathematical thinking for inclusive curriculum: A conversation

References

• Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46(1), 11–21.
   Web of Science ®Google Scholar
• Baglieri, S. (with Shapiro, A.). (2017). Disability studies and the inclusive classroom: Critical practices for embracing diversity in education (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41–62. doi:10.2307/749717
   Web of Science ®Google Scholar
• Connor, D. J., Ferri, B. A., & Annamma, S. A. (Eds.). (2016). DisCrit—disability studies and critical race theory in education. New York, NY: Teachers College Press.
   Google Scholar
• Deshler, D. D. (2015). Moving in the right direction but at what speed, and how smoothly? Remedial and Special Education, 36(2), 72–76. doi:10.1177/0741932514558093
   Google Scholar
• Doll, W. (2004). The four R’s—An alternative to the Tyler rationale. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (pp. 253—260). New York, NY: Routledge.
   Google Scholar
• Driscoll, M. (1999). Fostering algebraic thinking: A guide for teachers grades (pp. 6–10). Portsmouth, NH: Heinemann.
   Google Scholar
• Duckworth, E. (1995). “The having of wonderful ideas” and other essays on teaching and learning. New York, NY: Teachers College Press.
   Google Scholar
• Erevelles, N. (2000). Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling. Educational Theory, 50(1), 25–47. doi:10.1111/edth.2000.50.issue-1
   Google Scholar
• Erevelles, N. (2005). Understanding curriculum as normalizing text: Disability studies meet curriculum theory. Journal of Curriculum Studies, 37(4), 421–439. doi:10.1080/0022027032000276970
   Web of Science ®Google Scholar
• Gallagher, D. J. (2004). The importance of constructivism and constructivist pedagogy for disability studies in education. Disability Studies Quarterly, 24(2), 1–20. doi:10.18061/dsq.v24i2
   Google Scholar
• Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33(1), 18–28. doi:10.1177/002246699903300102
   Web of Science ®Google Scholar
• Graham, L. J., & Slee, R. (2008). An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40(2), 277–293. doi:10.1111/j.1469-5812.2007.00331.x
   Google Scholar
• Gutstein, E. (2005). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY: Routledge.
   Google Scholar
• Hiebert, J. (2013). The constantly underestimated challenge of improving mathematics instruction. In K. R. Leatham (Ed.), Vital directions for in mathematics education research (pp. 45–56). New York, NY: Springer.
   Google Scholar
• Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Hunt, J., & Tzur, R. (2017). Where is difference? Processes of mathematical remediation through a constructivist lens. Journal of Mathematical Behavior, 48, 62–76. doi:10.1016/j.jmathb.2017.06.007
   Web of Science ®Google Scholar
• Kiru, E. (2016). Students with mathematics difficulties: Adding critical pedagogy and technology to explicit instruction to increase achievement. National Social Science Journal, 47(2), 89–97.
   Google Scholar
• Krawec, J., Huang, J., Montague, M., Kressler, B., & Melia De Alba, A. (2013). The effects of cognitive strategy instruction on knowledge of math problem-solving processes of middle school students with learning disabilities. Learning Disability Quarterly, 36(2), 80–92. doi:10.1177/0731948712463368
   Web of Science ®Google Scholar
• Kroesbergen, E. H., & Van Luit, J. E. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24(2), 97–114. doi:10.1177/07419325030240020501
   Web of Science ®Google Scholar
• Labaree, D. F. (2014). Let’s measure what no one teaches: PISA, NCLB, and the shrinking aims of education. Teachers College Record, 116(9), 1–14.
   Web of Science ®Google Scholar
• Lambert, R. (2017). “When I am being rushed it slows down my brain”: Constructing self-understandings as a mathematics learner. International Journal of Inclusive Education, 21(5), 521–531. doi:10.1080/13603116.2016.1251978
   Web of Science ®Google Scholar
• Lambert, R., & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion. Support for Learning, 31(4), 347–366. doi:10.1111/sufl.2016.31.issue-4
   Google Scholar
• Lambert, R., & Tan, P. (2016, November). Dis/ability and mathematics: Theorizing the research divide between special education and mathematics. Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ (pp. 3–6).
   Google Scholar
• Lambert, R., & Tan, P. (2017). Conceptualizations of Students with and without disabilities as mathematical problem solvers in educational research: A critical review. Education Sciences, 7(2), 51. doi:10.3390/educsci7020051
   Web of Science ®Google Scholar
• Lewis, K. E., & Fisher, M. B. (2016). Taking stock of 40 years of research on mathematical learning disability: Methodological issues and future directions. Journal for Research in Mathematics Education, 47(4), 338–371. doi:10.5951/jresematheduc.47.4.0338
   Web of Science ®Google Scholar
• Morgan, C., Craig, T., Schuette, M., & Wagner, D. (2014). Language and communication in mathematics education: An overview of research in the field. Zdm, 46(6), 843–853. doi:10.1007/s11858-014-0624-9
   Google Scholar
• Moses, R., & Cobb, C. J. (2002). Radical equations: Civil rights from Mississippi to the Algebra Project. Boston, MA: Beacon Press.
   Google Scholar
• Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24(1), 15. doi:10.2307/1511293
   Web of Science ®Google Scholar
• Piaget, J. (1970). Genetic epistemology. New York, NY: Columbia University Press.
   Google Scholar
• Schoenfeld, A. (1988). When good teaching leads to bad results: The disasters of “well-taught“ mathematics courses. Educational Psychologist, 23(2), 145–166.
   Google Scholar
• Schwartz, J. L., & Yerushalmy, M. (1992). Getting students to function in and with algebra. In E. Dubinsky & G. Harel (Eds.), The concept of function: Aspects of epistemology and pedagogy (MAA notes, 25, pp. 261-289). Washington, DC: Mathematical Association of America.
   Google Scholar
• Tan, P. (2017). Advancing inclusive mathematics education: Strategies and resources for effective IEP practices. International Journal of Whole Schooling, 13(3), 28–38.
   Web of Science ®Google Scholar