Article
Toward Equity in Mathematics Education for Students With Dis/abilities: A Case Study of Professional Learning
American Educational Research Journal
(2019)
Abstract
This case study documents a professional learning community (PLC) comprised of urban elementary educators working toward equitable education for students with dis/abilities. We employ an equity-expansive learning frame to evoke and then examine tensions and contradictions that emerged during the PLC and mediated learning as evidenced by participants’ expanded notions of equity. We introduced equity-oriented mathematics education content and tools based on what emerged from the PLC, then utilized an interpretive approach to analyzing data through a multistage process. Results indicate identity and power tensions that worked against equitable practices. However, participants recognized several tensions and proposed to address them as contradictions that mediated learning, thereby expanding notions of equitable education.
cultural-historical activity
Keywords
- theory,
- disability studies,
- equity in education,
- mathematics education,
- teacher learning
Disciplines
Publication Date
June, 2019
DOI
10.3102/0002831218811906
Citation Information
Paolo Tan and Kathleen King-Thorius. "Toward Equity in Mathematics Education for Students With Dis/abilities: A Case Study of Professional Learning" American Educational Research Journal Vol. 56 Iss. 3 (2019) Available at: http://works.bepress.com/paolo-tan/6/