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首页> 外文期刊>Educational Studies in Mathematics >Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies
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Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies

机译：在数学课堂中构建和抵制残疾：探索不同教学法影响的案例研究

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This study demonstrates the importance of a critical lens on disability in mathematics educational research. This ethnographic and interview study investigated how ability and disability were constructed over 1 year in a middle school mathematics classroom. Children participated in two kinds of mathematical pedagogy that positioned children differently: procedural and discussion-based. These practices shifted over time, as the teacher increasingly focused on memorization of procedures to prepare for state testing. Two Latino/a children with learning disabilities, Ana and Luis, used multiple cultural practices as resources, mixing and remixing their engagement in and identifications with mathematics. Ana, though mastering the procedural performances necessary for success in the second half of the year, authored herself as separate from mathematics, creating distance between herself and those she considered “smarties.” Luis was identified as a creative mathematical problem-solver and was initially positioned as a “top” mathematics student. As the pedagogy shifted towards memorization, Luis resisted the pedagogy of procedures and continued to identify as a creative thinker in mathematics. Yet, his teachers saw him as increasingly disabled and eventually placed him in a group only for those in special education. This group, which Luis named the “unsmartest group,” was seen as least competent in mathematics by both teachers and students. The narratives of Luis and Ana highlight mathematics classrooms as relational and emotional and demonstrate different strategies of resistance to the construction of mathematical disability.
机译：这项研究证明了数学教育研究中对残疾的批判性镜头的重要性。这项人种学和访谈研究调查了在一所中学数学教室中如何在一年多的时间里构建能力和残疾。孩子们参加了两种数学教学法，它们对孩子的定位有所不同：程序和基于讨论。这些做法随着时间的推移而变化，因为老师越来越注重于记忆程序以准备状态测试。 Ana和Luis这两个拉丁裔学习障碍儿童使用多种文化习俗作为资源，将他们的参与和认同与数学混合和重新混合。安娜虽然掌握了下半年取得成功所必需的程序性表演，但仍将自己与数学分开，使自己与那些被认为是“污秽”的人之间保持距离。路易斯被认为是一个有创造力的数学问题解决者，最初被定位为“顶尖”数学学生。随着教学法向记忆的转变，路易斯拒绝了程序教学法，并继续被认为是数学方面的创新思想家。然而，他的老师们认为他越来越残废，最终只为特殊教育者安排他一个小组。路易斯将这个小组称为“最聪明的小组”，无论是教师还是学生，他们在数学方面的能力最差。路易斯（Luis）和安娜（Ana）的叙述突出了数学课堂的关系和情感，并展示了不同的策略来抵制数学残疾的建构。

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