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ERIC Number: EJ1166794
Record Type: Journal
Publication Date: 2017-Dec
Pages: 14
Abstractor: ERIC
ISSN: EISSN-2151-2612
Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education
Tan, Paulo; Kastberg, Signe
Journal of Urban Mathematics Education, v10 n2 p25-38 Dec 2017
In this commentary, the authors find that despite discussions of "mathematics for all," opportunities that support the development of mathematical reasoning and understanding of mathematics as a human endeavor often do not exist for mathematics learners identified in schools as having dis/abilities. Indeed, mathematics for all is consistently used to motivate the allocation of resources and attention to mathematics education in legislation, policy documents, and organizations' vision and position statements. Mathematics education researchers have served as advocates for marginalized students pointing out limitations in the mathematics for all rhetoric (Martin, 2003). Yet, students with dis/abilities are often left out of discussions regarding mathematics for all and equity research that has worked to contextualize and operationalize "achieving equity" and the process of "eliminating inequity" (Tate, as cited in Martin, 2003, p. 14).
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A