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Nardi, Elena 
ORCID: https://orcid.org/0000-0002-7145-6473, Healy, Lulu and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884
(2015)
The CAPTeaM Project (Challenging Ableist Perspectives on the Teaching of Mathematics): A preliminary report.
In: Conference of the British Society for Research into Learning Mathematics, 2015-06-06, Durham University.
Abstract
According to the ableist world-view, the able-bodied are the norm in society and disability is an unfortunate failing, a disadvantage that must be overcome. Within education, ableism results in institutional and personal prejudice against learners with disabilities, and has a drastic effect on approaches to teaching. Our project investigates how ableist perspectives impact on the teaching of mathematics, a quintessential part of the curriculum, and a discipline where public perceptions of ability as innate often shape pedagogical perspectives and practice. Our focus is on mathematical faculties typically associated with visual and auditory perception. In this one-year project we are establishing a partnership which combines Nardi & Biza’s Task design approaches to investigatingand transforming teachers' beliefs about mathematics and about teaching in the UK and Healy’s research with mathematics learners with disabilities. We are developing and trialling tasks that invite teachers to reflect upon the challenges of mathematics teaching in inclusive classrooms. In this paper we focus on one task; and, discuss emerging analyses of the data we have just completed collecting.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Uncontrolled Keywords: | mathematics teaching,ableism,inclusive mathematics,mathtask,capteam |
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Research in Mathematics Education |
| Depositing User: | Pure Connector |
| Date Deposited: | 11 Mar 2016 14:00 |
| Last Modified: | 02 Nov 2022 11:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/57434 |
| DOI: |
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