Investigations in Mathematics Learning

Special Issue Call for Manuscripts:

Critical Approaches for Mathematics Learning of Students with Disabilities

Educational research on individuals with exceptionalities often implicitly or explicitly views learning disabilities by adopting a deficit model of the learner. The deficit model locates the “problem” within the individual student rather than in social, discursive, political, or structural contexts. This special issue calls for the expansion of theoretical frameworks used to understand the mathematical learning of students with disabilities. We seek manuscripts that problematize the cultural and political concepts of disability while offering alternative visions of mathematics education, grounded in multiple conceptualizations of disability and learning differences.  The special issue welcomes manuscripts that frame students with disabilities as doers and thinkers of mathematics. Manuscripts should examine barriers to inclusive mathematics practices. This special issue spotlights research on the experiences and competencies of individuals with disabilities, while documenting classrooms in which all students have access to meaningful mathematics.

Possible manuscripts might explore (but are not limited to):

  • Reconceptualizing disability through the use of critical theories such as Disability Studies, Critical Race Theory, DisCrit, queer and feminist theory.
  • Sociocultural, embodied and phenomenological approaches to mathematics learning and learning difficulties.
  • Sociopolitical analysis of the schooling contexts of mathematics education for students with disabilities, including political economy of disability in schools.
  • Counter narratives: stories of students with disabilities engaging deeply with mathematics.
  • Perspectives on mathematics and disability; privileging research by and with individuals with disabilities.
  • Theorizing curricular approaches for students with disabilities such as differentiation, Complex Instruction, and Universal Design for Learning.
  • Inclusive mathematics education practices involving students with severe learning disabilities.
  • Innovative mathematics teacher education programs addressing the education of students with disabilities.

All IML manuscripts are reviewed by a double-blind peer-review process. The submission deadline for manuscripts is August 1, 2017. We anticipate sharing reviews with authors January 2018. The editorial team for this special issue of Investigations in Mathematics Learning consists of Rachel Lambert (editor) and Amber Candela, Jessica Hunt, and Paulo Tan (associate editors).  Questions regarding this special issue should be directed to Rachel Lambert, lambertr@chapman.edu. Drew Polly (investigationseditor@gmail.com), editor in chief of Investigations in Mathematics Learning, will support the editors and oversee the publishing process of this special issue.