Toward inclusive mathematics education: a metatheoretical reflection about countering ableism in mathematics standards and curriculum

Abstract

This article documents efforts to advance inclusive mathematics education practices involving the introduction of equity-oriented resources in state-level mathematics standards guidance documents in a Midwestern United States jurisdiction. We adopt a critical stance by looking at ways to interrogate available metatheories for these kinds of change-making processes. The guiding resources documented in the present article center on issues of difference. These issues are related to dis/ability in mathematics education standards and curriculum to not only raise teachers' awareness of constructions of difference in order to foster inclusive education, but also to promote critical self-reflections around ableism. Guiding resources are a means to support recognition of dis/ability difference as a source of multiple mathematical knowledge bases from which to learn and advance mathematics thinking. Yet, we also recognize the need to be vigilant about the complex interpretative contours and the relational dynamics at work throughout their various layers of implementation, assessment, and anti-ableist realignment. Accordingly, we reflect metatheoretically about three questions: How might concepts of access, achievement, identity, and power support teachers of mathematics in advancing inclusive practices? How do word choices in mathematics standards, curriculum, and practices dis/able students in classroom practices? What may we learn from the mathematics education experiences of individuals with dis/abilities and their families in the broad configuration of change-making dynamics of educational policies and teaching practices?