Toward inclusive mathematics education: a metatheoretical reflection about countering ableism in mathematics standards and curriculum

This article documents efforts to advance inclusive  mathematics   education  practices involving the introduction of equity-oriented resources  in  state-level  mathematics  standards guidance documents  in   a  Midwestern United States jurisdiction. We adopt  a   critical  stance by looking at ways to interrogate available metatheories for these kinds of change-making processes. The guiding resources documented  in  the present article center on issues of difference. These issues are related to dis/ability  in   mathematics   education  standards and curriculum to not only raise teachers' awareness of constructions of difference  in  order to foster inclusive  education , but also to promote  critical  self-reflections around ableism. Guiding resources are  a  means to support recognition of dis/ability difference as  a  source of multiple mathematical knowledge bases from which to learn and advance  mathematics  thinking. Yet, we also recognize the need to be vigilant about the complex interpretative contours and the relational dynamics at work throughout their various layers of implementation, assessment, and anti-ableist realignment. Accordingly, we reflect metatheoretically about three questions: How might concepts of access, achievement, identity, and power support teachers of  mathematics   in  advancing inclusive practices? How do word choices  in   mathematics  standards, curriculum, and practices dis/able students  in  classroom practices? What may we learn from the  mathematics   education  experiences of individuals with dis/abilities and their families  in  the broad configuration of change-making dynamics of educational policies and teaching practices?