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

By Rachel Lambert. 2015

78 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7de513ca87dbda7a49d1f25175c96525477eeed8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. H. Roos
2. Rachel K. Schuck
3. Monique Verhoeven
4. Rachel Lambert
5. Astrid M. G. Poorthuis
6. Monique Volman

In Statistics and Probability

1. H. Roos
2. Rachel K. Schuck
3. Rachel Lambert
4. Monique Volman

Citations in the corpus

• Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review (2017, unknown): “Lambert [66] analyzed how disability and ability in mathematics were constructed differently by teachers based on different pedagogies; disability shifted in contexts, produced through interaction within particular pedagogical structures.”
• “Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020 (2020, background): “Due to the challenging nature of facilitating exploratory interviews, the second author conducted the interviews, given her prior experience interviewing teachers [36,37] and her decade of experience teaching students with disabilities.”
• Inclusion in mathematics education: an ideology, a way of teaching, or both? (2018, background): “Even here, the manifestation of inclusion in mathematics education is dealt with implicitly, foregrounding related notions such as equity (Hand, 2012; Lambert, 2015; Straehler-Pohl, Fernández, Gellert, & Figueiras, 2014) and participation (Foyn, Solomon, & Braathe, 2018; Ing et al., 2015).”
• The Role of School in Adolescents’ Identity Development. A Literature Review (2018, background): “2010; Calabrese Barton, Kang, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013; Carlone, 2004; Lambert, 2015; Rubin, 2007), together with ethnographic studies that are grounded in combined perspectives on identity development (Brickhouse, Lowery, & Schultz, 2000; Cobb, Gresalfi, & Hodge, 2009; Cone,…”