‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

Elena Nardi; Lulu Healy; Irene Biza; Solanhe Hassan Ahmad Ali Fernandes

‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

Elena Nardi, Lulu Healy, Irene Biza, Solanhe Hassan Ahmad Ali Fernandes

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Mathematical discourse that breaks barriers and creates space for marginalized learners.

Original language	English
Title of host publication	Mathematical discourse that breaks barriers and creates space for marginalized learners
Editors	Roberta Hunter, Marta Civil, Beth Herbel-Eisenmann , Núria Planas, David Wagner
Place of Publication	Rotterdam
Publisher	Sense Publications
Pages	147-171
Number of pages	25
ISBN (Electronic)	9789463512121
ISBN (Print)	9789463512114
Publication status	Published - 17 Jan 2018

Keywords

Mathematics education
Teacher education
Inclusion
Disability
Discourse

Access to Document

https://www.sensepublishers.com/catalogs/bookseries/other-books/mathematical-discourse-that-breaks-barriers-and-creates-space-for-marginalized-learners/

Cite this

Nardi, E., Healy, L., Biza, I., & Fernandes, S. H. A. A. (2018). ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In R. Hunter, M. Civil, B. Herbel-Eisenmann , N. Planas, & D. Wagner (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners (pp. 147-171). Article 8 Sense Publications. https://www.sensepublishers.com/catalogs/bookseries/other-books/mathematical-discourse-that-breaks-barriers-and-creates-space-for-marginalized-learners/

Nardi, Elena ; Healy, Lulu ; Biza, Irene et al. / ‘Feeling’ the mathematics of disabled learners : Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. Mathematical discourse that breaks barriers and creates space for marginalized learners. editor / Roberta Hunter ; Marta Civil ; Beth Herbel-Eisenmann ; Núria Planas ; David Wagner. Rotterdam : Sense Publications, 2018. pp. 147-171

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abstract = "Mathematical discourse that breaks barriers and creates space for marginalized learners.",

keywords = "Mathematics education, Teacher education, Inclusion, Disability, Discourse",

author = "Elena Nardi and Lulu Healy and Irene Biza and Fernandes, {Solanhe Hassan Ahmad Ali}",

year = "2018",

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Nardi, E, Healy, L, Biza, I & Fernandes, SHAA 2018, ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. in R Hunter, M Civil, B Herbel-Eisenmann , N Planas & D Wagner (eds), Mathematical discourse that breaks barriers and creates space for marginalized learners., 8, Sense Publications, Rotterdam, pp. 147-171. <https://www.sensepublishers.com/catalogs/bookseries/other-books/mathematical-discourse-that-breaks-barriers-and-creates-space-for-marginalized-learners/>

‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. / Nardi, Elena; Healy, Lulu; Biza, Irene et al.
Mathematical discourse that breaks barriers and creates space for marginalized learners. ed. / Roberta Hunter; Marta Civil; Beth Herbel-Eisenmann ; Núria Planas; David Wagner. Rotterdam: Sense Publications, 2018. p. 147-171 8.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - ‘Feeling’ the mathematics of disabled learners

T2 - Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

AU - Nardi, Elena

AU - Healy, Lulu

AU - Biza, Irene

AU - Fernandes, Solanhe Hassan Ahmad Ali

PY - 2018/1/17

Y1 - 2018/1/17

N2 - Mathematical discourse that breaks barriers and creates space for marginalized learners.

AB - Mathematical discourse that breaks barriers and creates space for marginalized learners.

KW - Mathematics education

KW - Teacher education

KW - Inclusion

KW - Disability

KW - Discourse

M3 - Chapter

SN - 9789463512114

SP - 147

EP - 171

BT - Mathematical discourse that breaks barriers and creates space for marginalized learners

A2 - Hunter, Roberta

A2 - Civil, Marta

A2 - Herbel-Eisenmann , Beth

A2 - Planas, Núria

A2 - Wagner, David

PB - Sense Publications

CY - Rotterdam

ER -

Nardi E, Healy L, Biza I, Fernandes SHAA. ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In Hunter R, Civil M, Herbel-Eisenmann B, Planas N, Wagner D, editors, Mathematical discourse that breaks barriers and creates space for marginalized learners. Rotterdam: Sense Publications. 2018. p. 147-171. 8

‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

Abstract

Keywords

Access to Document

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Cite this