Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Healy, Lulu, Biza, Eirini ORCID: https://orcid.org/0000-0003-1727-3884 and Hassan Ahmad Ali Fernandes, Solange (2016) Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks. In: UNSPECIFIED.

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Abstract

CAPTeaM (Challenging Ableist Perspectives on the Teaching of Mathematics) investigates how ableist perspectives – according to which to be able-bodied is the norm and disability is a disadvantage that must be overcome – impact upon the teaching of mathematics. CAPTeaM is a partnership between researchers in the UK and Brazil which brings together approaches to investigating and transforming teacher beliefs and research into the mathematical learning of disabled students. We develop and trial situation-specific tasks that invite teacher reflection on incidents of disabled students’ mathematical contributions. In this paper we present two types of tasks and illustrate analyses of data collected from 81 teachers that explore their views on including these contributions in their mathematics classrooms.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	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:	23 Nov 2016 07:51
Last Modified:	26 Oct 2022 23:51
URI:	https://ueaeprints.uea.ac.uk/id/eprint/61428
DOI:

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