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Reconceptualizing Ability, Normativity, and Equity: Mathematics Education Resistance and Justice
Abstract
This symposium addresses the ways mathematics education can acknowledge the influence of constructed ideas of equity, normalcy, intelligence, interventions, science, and excellence that lead to differential access to power on the organization of learning. We bring together scholars in mathematics education across the world to critique systems of oppression within mathematics education, provide concrete approaches for dismantling problematic notions of difference and normativity within and beyond classrooms, and collectively explore radical future possibilities. Focus of Symposium. How can we dream and create mathematics education systems where children historically positioned as "struggling" or "less capable" are able to cultivate their gifts, participate fully and thrive, and contribute to a more just world? Although power and privilege are embedded in all mathematics learning environments, the mathematics teaching and learning of students with disabilities is dominated by individual cognitive theories of learning that do not expose the workings of racism, ableism, and all forms of oppressions and injustices. This symposium addresses the social, political, cultural, and ethical conference themes via ways in which mathematics education can acknowledge the influence of constructed ideas of equity, normalcy, intelligence, interventions, science, and excellence that lead to differential access to power on the organization of learning. Specifically, the symposium presenters critique the construct of normativity in mathematics education systems as a metaconcept that underpins notions of normal, normality, and normalcy. We bring together scholars in mathematics education across the world to share critical frameworks and provide concrete
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Elementary mathematics teacher education often draws on research-based frameworks that center children as mathematical thinkers, grounding teaching in children’s mathematical strategies and ideas and as a means to attend to equity in mathematics teaching and learning. In this conceptual article, a group of critical mathematics teacher educators of color reflect on the boundaries of Cognitively Guided Instruction (CGI) as a research-based mathematical instructional framework advancing equity through a sociopolitical perspective of mathematics instruction connected to race, power, and identity. We specifically discuss CGI along the dominant and critical approaches to equity outlined by Gutiérrez’s (2007, 2009) framework. We present strategies used to extend our work with CGI and call for the field to continue critical conversations of examining mathematical instructional frameworks as we center equity and criticality.
Leaning on a communicational framework for studying social, affective, and cognitive aspects of learning, the present study offers a new look at the construction of an identity of failure in mathematics as it occurs through teaching–learning interactions. Using the case of Dana, an extremely low-achieving student in 7th grade mathematics, I attempt to unearth the mechanisms of interaction between Dana and myself, her teacher, that instead of advancing Dana, perpetuated her failure. Through examining the interactional routines followed by Dana and me, I show how Dana’s deviations from normative routines resulted in my identification of Dana as “clueless” in mathematics. This identification, shared both by Dana and by me, was accompanied by adherence to ritual rule following that did not enable Dana’s advancement in mathematical discourse. This case points to the need to re-examine permanent difficulties in mathematics in light of the reciprocal nature of such difficulties’ (re)construction in teaching-and-learning interactions.
In this first decade of the 21st century, we mark two milestones in education history: the 50th anniversary of the Brown v. Board of Education decision in 2004, and the 30th anniversary of the Individuals with Disabilities Education Act ( IDEA) in 2005. Both Brown and IDEA asserted the need for increased educational opportunities for once excluded groups of students and asserted that segregation was inherently harmful and unequal. However, although we might wish to celebrate, there is also a need to critically examine the unfulfilled promise of both these efforts toward integrated education. In this article, we focus on one of the most long-standing critiques of special education practice: the disproportionate placement of students of color in special education programs, referred to in the education literature as overrepresentation. We then trace some of the origins of the current problem of overrepresentation by tracing the tangled relationship of special education and resegregation in the first years following the Brown decision.
Although approximately 5–8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move the field toward a more precise and shared definition of MLD, the authors argue for standards for methodology and reporting, and they identify a need for research addressing more complex mathematics.
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