Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Joy Oslund, Tasnim Alshuli, Hope Gerson, Paul Yu
Grand Valley State University
⬇ Download PDFThis paper puts forth a model for expansive mathematics teaching for students with disabilities. We consider three lessons in which embodied mathematical curricula were used to support a blind student in collegiate mathematics courses. The goal of the lessons was to provide access and inclusion for the blind student as they worked to make sense of the mathematical concepts. What resulted were moments in which the student’s conceptions and participation in their community of practice extended beyond what was expected, leading to expansive learning opportunities. We propose a model of embodied activity that goes beyond providing access and inclusion, striving for expansive notions of mathematical sensing and learning for all.
inclusionvisual impairmentsembodied cognition