Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies

Artiles, A. J. (2013). Untangling the racialization of disabilities. Du Bois Review: Social Science Research on Race, 10(02), 329–347. Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76(3), 279–299. Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197–205. Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas Press. Bartlett, L., & García, O. (2011). Additive schooling in subtractive times: Bilingual education and Dominican immigrant youth in the heights. Nashville: Vanderbilt University Press. Bell, C. M. (2011). Blackness and disability: Critical examinations and cultural interventions. Berlin: LIT Verlag Münster. Ben-Yehuda, M., Lavy, I., Linchevski, L., & Sfard, A. (2005). Doing wrong with words: What bars students’ access to arithmetical discourses. Journal for Research in Mathematics Education, 36(3), 176–247. Boaler, J. (1997). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Mahwah, NJ: Lawrence Erlbaum. Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171–200). New York: Alex. Boaler, J., Wiliam, D., & Brown, M. (2000). Students’ experiences of ability grouping—Disaffection, polarisation and the construction of failure. British Educational Research Journal, 26(5), 631–648. Borgioli, G. M. (2008). A critical examination of learning disabilities in mathematics: Applying the lens of ableism. Journal of Thought, 43(12), 131–147. Brown, M., Brown, P., & Bibby, T. (2008). “I would rather die”: Reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3–18. Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049–1053. Civil, M. (2002). Culture and mathematics: A community approach. Journal of Intercultural Studies, 23(2), 133–148. Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 139. de Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge: Cambridge University Press. Dudley-Marling, C. (2004). The social construction of learning disabilities. Journal of Learning Disabilities, 37(6), 482–489. Dweck, C. S. (2006). Is math a gift? Beliefs that put females at risk. In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science (pp. 47–55). Washington: American Psychological Association. Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners’ classroom. Cognition and Instruction, 20(4), 399–483. Ferri, B. A., & Connor, D. J. (2005). Tools of exclusion: Race, disability, and (re) segregated education. Teachers College Record, 107(3), 453–474. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157–171. Gallagher, D. (2010). Hiding in plain sight: The nature and role of theory in learning disability labeling. Disability Studies Quarterly, 30(2). García, O., & Torres-Guevara, R. (2010). Monoglossic ideologies and language policies in the education of US Latinas/os. In E. Murillo Jr., S. Villenas, R. Trinidad Galván, J. Sánchez (Eds.), Handbook of Latinos and education: Theory, research, and practice pp. 182–193). Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33(3), 277. George, P. (2009). Identity in mathematics: Perspectives on identity, relationships, and participation. In L. Black, H. Mendick, & Y. Solomon (Eds.), Mathematical relationships in education: Identities and participation (pp. 201–212). New York: Routledge. Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968). The discovery of grounded theory: Strategies for qualitative research. Nursing Research, 17(4), 364. Gresalfi, M., Martin, T., Hand, V., & Greeno, J. (2009). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70(1), 49–70. Harry, B., & Klingner, J. K. (2005). Why are so many minority students in special education?: Understanding race & disability in schools. New York, NY: Teacher College Press. Hatt, B. (2012). Smartness as a cultural practice in schools. American Educational Research Journal, 49(3), 438–460. Healy, L., & Fernandes, S. H. A. A. (2011). The role of gestures in the mathematical practices of those who do not see with their eyes. Educational Studies in Mathematics, 77(2–3), 157–174. Heyd-Metzuyanim, E. (2013). The co-construction of learning difficulties in mathematics—Teacher–student interactions and their role in the development of a disabled mathematical identity. Educational Studies in Mathematics, 83(3), 341–368. Hodgen, J., & Marks, R. (2009). Mathematical “ability” and identity: A sociocultural perspective on assessment and selection. In L. Black, H. Mendick, & Y. Solomon (Eds.), Mathematical relationships in education: Identities and participation (pp. 31–42). New York: Routledge. Holland, D., Lachicotte, W., Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, Massachusetts: Harvard University Press. Latino Data Project. (n.d.). Washington heights/inwood demographic, economic, and social transformations 1990 – 2005 with a special focus on the Dominican population. New York, NY: Latino Data Project. Linell, P. (1998). Approaching dialogue: Talk, interaction and contexts in dialogical perspectives. Amsterdam: John Benjamins Publishing Company. Lewis, K. E. (2014). Difference not deficit: Reconceptualizing mathematical learning disabilities. Journal for Research in Mathematics Education, 45(3), 351–396. Linton, S. (1998). Claiming disability: Knowledge and identity. New York: NYU Press. Losen, D. J., & Orfield, G. (2002). Racial inequity in special education. Cambridge: Harvard Education Publishing Group. Lubienski, S. T., & Bowen, A. (2000). Who’s counting? A survey of mathematics education research 1982–1998. Journal for Research in Mathematics Education, 31(5), 626–633. Luttrell, W. (2013). Children’s counter-narratives of care: Towards educational justice. Children & Society, 27(4), 295–308. Martin, D. B. (2006). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8(3), 197–229. Mazzocco, M. M., & Myers, G. F. (2003). Complexities in identifying and defining mathematics learning disability in the primary school-age years. Annals of Dyslexia, 53(1), 218–253. McDermott, R., Goldman, S., & Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35(6), 12. Moschkovich, J. (2007). Using two languages when learning mathematics. Educational Studies in Mathematics, 64(2), 121–144. Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2 & 3), 213–247. Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449–475. O’Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology & Education Quarterly, 24(4), 318–335. Overboe, J. (2009). Affirming an impersonal life: A different register for disability studies. Journal of Literary & Cultural Disability Studies, 3(3), 241–256. Peltenburg, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2012). Special education students’ use of indirect addition in solving subtraction problems up to 100—A proof of the didactical potential of an ignored procedure. Educational Studies in Mathematics, 79(3), 351–369. Peters, S., Gabel, S., & Symeonidou, S. (2009). Resistance, transformation and the politics of hope: Imagining a way forward for the disabled people’s movement. Disability & Society, 24(5), 543–556. Riessman, C. (2007). Narrative methods for the human sciences. Los Angeles, CA: Sage Publications, Inc. Rubin, B. C. (2007). Learner identity amid figured worlds: Constructing (in)competence at an urban high school. The Urban Review, 39(2), 217–249. Scruggs, T. E., & Mastropieri, M. A. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25, 155–168. Skiba, R. (2013). CCBD’S position summary on federal policy on disproportionality in special education. Behavioral Disorders, 38(2), 108–120. Skinner, D., Valsiner, J., & Holland, D. (2001). Discerning the dialogical self: A theoretical and methodological examination of a Nepali adolescent’s narrative. Forum Qualitative Social Research, 2(3), 73. Solomon, Y. (2007). Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities. International Journal of Educational Research, 46(1), 8–19. Solomon, Y. (2012). Finding a voice? Narrating the female self in mathematics. Educational Studies in Mathematics, 80(1–2), 171–183. Spielhagen, F. R. (2006). Closing the achievement gap in math: The long-term effects of eighth-grade algebra. Journal of Advanced Academics, 18(1), 34–59. Stinson, D. W. (2013). Negotiating the “White Male Math Myth”: African American male students and success in school mathematics. Journal for Research in Mathematics Education, 44(1), 69–99. Téllez, K., Moschkovich, J. N., & Civil, M. (2011). Latinos/as and Mathematics education: Research on learning and teaching in classrooms and communities. IAP. U. P. I. A. S. (1975). Fundamental principles of disability. London: UPIAS. van Hove, G., Gabel, S. L., De Schauwer, E., Mortier, K., Van Loon, J., Loots, G., et al. (2012). Resistance and resilience in a life full of professionals and labels: Narrative snapshots of Chris. Intellectual and Developmental Disabilities, 50(5), 426–435. Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press. Woodward, J. (2004). Mathematics education in the United States past to present. Journal of Learning Disabilities, 37(1), 16–31. Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with LD. Journal of Special Education, 36(2), 89–101. Ysseldyke, J. E., Algozzine, B., Richey, L., & Graden, J. (1982). Declaring students eligible for learning disability services: Why bother with the data? Learning Disability Quarterly, 5(1), 37–44.