Difference, inclusion and mathematics education: launching a research agenda
Tipo de documento
Autores
Lista de autores
Figueiras, Lourdes, Healy, Lulu y Skovsmose, Ole
Resumen
The round-table discussion on difference, Inclusion and mathematics education was in included in the scientific programme of VI SIPEM in recognition and celebration of the emerging body of research into the challenges of building a culture of mathematics education which values and respects the diversity of learners in different educational contexts – in Brazil and beyond. This paper presents the contributions to the discussion, which focus on the problematisation of the term “inclusion”, explorations of how the practices of previously marginalized students can bring new resources to the teaching and learning of mathematics and reflections upon the potentially discriminatory nature of the structures which currently mould school mathematics. The paper aims to serve as material for the developing research agenda of the thirteenth working group of the Brazilian Society of Mathematics Education, which met for the first time during the event.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Comprensión | Gestión de aula | Otro (procesos cognitivos) | Reflexión sobre la enseñanza
Enfoque
Nivel educativo
Educación infantil, preescolar (0 a 6 años) | Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Volumen
9
Número
3
Rango páginas (artículo)
15-35
ISSN
21765634
Referencias
Artiles, A., Klingner, J. K., & Tate, W. F. (2006). Representation of minority students in special education: Complicating traditional explanations. Educational Researcher, 35(6), 3–5. Berry III, R. Q. (2008). Access to upper-level mathematics: The stories of African American middle school boys who are successful with school mathematics. Journal for Research in Mathematics Education, 39(5), 464-488. Berry III, R. Q., Thunder, K. & McClain, O. L. (2011). Counter Narratives: examining the mathematics and racial identities of black boys who are successful with school mathematics. Journal of African American Males in Education, 2 (1), Borgioli, G. (2008). A critical examination of learning disabilities in mathematics: Applying the lens of ableism. Journal of Thought Paulo Freire Special Issue. Retrieved from http://www.freireproject.org/content/journal-thought-springsummer-2008 Brenes, R. V. (2012). Designing for an Inclusive School of Informatics for Blind Students. Doctoral Thesis. Aalborg: Aalborg University. Broderick, A. A., Hawkins, G., Henze, S., Mirasol-Spath, C., Pollack-Berkovits, R. Prozzo & Clune, H. (2012). Teacher counter narratives: transgressing and ‘restorying’ disability in education. International Journal of Inclusive Education, 16(8), 825–842. Campbell, F. A. K. (2008). Refusing able(ness): a preliminary conversation about ableness. M/C Journal: A journal of mind and culture, 11(3). http://journal.media- culture.org.au/index.php/mcjournal/article/ viewArticle/46/0. Chang, J. (1991). Wild Swans: Three Daughters of China. London: Harper Collins Publishers. Diderot (1749). Lettre sur les Aveugles à l’usage de ceux qui voient. Carta sobre los ciegos para uso de los que ven (1978). Madrid: La Piqueta. D’Souza, R. (2016). Ableism and the ideology of merit. For the Learning of Mathematics, 36 (3), 21-23. Dyson, A., & Gallannaugh, F. (2008). Disproportionality in special needs education in England. The Journal of Special Education, 42(1), 36–46. Fanon, F. (2004). The wretched on the earth. New York: Grove Press. (First French edition 1961.) Fanon, F. (2008). Black skin, white masks. New York: Grove Press. (First French edition 1952.) Fernandes, S. H. A. A. & Healy, L. (2016). . The challenge of constructing an inclusive school mathematics. In the Proceeding of TSG 5 - Activities for, and research on, students with special needs - of the 13th International Congress on Mathematical Education. (pp.1-8). Hamburgo: ICMI, 2016. Figueiras, L. (2015). Mathematics in the Dark. In Anais do VI Seminário Internacional de Pesquisa em Educação Matemática. Pirenópolis:VI SIPEM. Figueiras, L. & Arcavi, A. (2014). A touch of mathematics: coming to our senses by observing the visually impaired. ZDM The International Journal on Mathematics Education, 46: 123- 133. Figueiras, L. & Arcavi, A. (2015). Learning to See: The Viewpoint of the Blind. Selected Regular Lectures from the 12th International Congress on Mathematical Education, (pp. 175- 186). Springer. Foucault, M. (1994). The order of things: An archaeology of the human sciences. New York: Vintage Books. (Original French edition 1966.) Freire, P. (1972). Pedagogy of the oppressed. Hamondsworth: Penguin Books. Gervasoni, A., & Lindenskov, L. (2011). Students with “special rights” for mathematics education. In B. Atweh, M. Graven & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 307–324). New York, NY: Springer. Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York and London: Routledge. Healy, L. (2015). Difference, inclusion and mathematics education: Deconstructing notions of normality. In Anais do VI Seminário Internacional de Pesquisa em Educação Matemática. Pirenópolis:VI SIPEM. Healy, L. & Powell, A.B. (2013). Understanding and Overcoming “Disadvantage” in Learning Mathematics. In M.A. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education. (pp. 69– 100). Dordrecht, The Netherlands: Springer. Lima, L. F. (2015). Conversas sobre matemática com pessoas idosas viabilizadas por uma ação de extensão universitária. Doctoral Thesis. Rio Claro (SP): Universidade Estadual Paulista (UNESP). Lyotard, J.-F. (1984). The postmodern condition: A report on knowledge. Translated by Geoff Bennington and Brian Massuni; foreword by Fredric Jameson. Manchester: Manchester University Press. (Original French edition 1979.) Mantoan, M. T. (2009). Inclusão escolar: O que é? Por quê? Como fazer? (2nd ed.). São Paulo, Brazil: Moderna. Marcelly, L. (2015): Do improviso às possibilidades de ensino: Um estudo de caso de uma professora de matemática com estudantes cegos. Doctoral Thesis. Rio Claro (SP): Universidade Estadual Paulista (UNESP). Marcone, R. (2015). Deficiencialismo: A invenção da deficiência pela normalidade. Doctoral Thesis. Rio Claro (SP): Universidade Estadual Paulista (UNESP). McDermott, R. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 269–305). Cambridge, UK: Cambridge University Press. Mendes, R.G. (2016). Surdos bem-sucedidos em matemática: Relações entre seus valores culturais e suas identidades matemáticas. Dissertação de Mestrado em Educação Matemática, Universidade Anhanguera de São Paulo, SP, Brasil. Merton, R.K. (1948). The self/fulfilling prophecy. The Antioch Review, 8, 193-210. Moses, R. B. & Cobb, C. E. (2001). Radical equations: Civil rights from Mississippi to the Algebra Project. Boston: Beacon Press. O’Connor, C., & DeLuca Fernandez, S. (2006). Race, class, and disproportionality: Reevaluating the relationship between poverty and special education placement. Educational Researcher, 35(6), 6–11. Said, E. (1979). Orientalism. New York: Vintage books. Sales, E. R. (2013). A visualização no ensino de matemática: Uma experiência com alunos surdos. Doctoral Thesis. Rio Claro (SP): Universidade Estadual Paulista (UNESP). Skovsmose, O. (2016. What could critical mathematics education mean for different groups of students? For the Learning of Mathematics 36(1), 2–7. Skovsmose, O. (2015). Inclusion: A contested concept. In Anais do VI Seminário Internacional de Pesquisa em Educação Matemática. Pirenópolis: VI SIPEM. Skovsmose, O. (2014a). Foregrounds. Rotterdam: Sense Publishers. Skovsmose, O. (2014b). Critique as uncertainty. Charlotte, North Carolina, USA: Information Age Publishing. Skovsmose, O. & Penteado, M. G. (2016). Mathematics education and democracy: An open landscape of tensions, uncertainties, and challenges. In L. D. English and D. Kirshner (Eds.). Handbook of International Research in Mathematics Education (359-373). Third Edition. New York, NY: Routledge. Stanley, C. (2007). When counter narratives meet master narratives in the journal editorial- review process. Educational Researcher. 36(1), 14-24. Stinson, D. (2006). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement. Review of Educational Research, 76(4), 477- 506. Straehler-Pohl, H., Fern’andez, S., Gellert, U. & Figueiras, L. (2013). School mathematics registers in a context of low academic expectations. Educational Studies in Mathematics, 85 (2), 175-199. Thompson, L. R., & Lewis, B. F. (2005). Shooting for the stars: A case study of the mathematics achievement and career attainment of an African American male high school student. The High School Journal, 88(4), 6–18. United Nations, (2006). Convention on the Rights of Persons with Disabilities (CRPD). New York. Retrieved from http://www.un.org/disabilities/convention/conventionfull.shtml.