Prospective mathematics teachers' engagement with inclusive equity: An exploratory case study in anti-ableist sociopolitical grounding

Paolo Tan, Alexis Padilla

Research output: Contribution to journalArticlepeer-review

Abstract

Students with disabilities lack opportunities to engage  in  cognitively challenging  mathematics  and instead are afforded remedial forms of learning  in  segregated settings. This exploratory case study reports on prospective teachers' peer-led responses as they engaged with inclusive equity (i.e., inclusive education-oriented concepts) during  a  reflexive conversational assignment. Participants were enrolled  in   a  teacher preparation program that embedded elements of  Disability  Studies  in   Education . Through an interpretive approach, we analyze their responses, illustrating how they reflect tensions associated with unlearning assumptions derived from medical models of  disability

Original languageAmerican English
JournalTeaching and Teacher Education
Volume86
DOIs
StatePublished - Nov 2019

Keywords

  • Activity theory
  • Disability studies
  • Equity
  • Expansive learning
  • Inclusive education
  • Mathematics teacher education
  • Prospective teachers

Disciplines

  • Education

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