Abstract Mathematics education for students with dis/abilities has a legacy of exclusion; its scholarship has been dominated by ableist perspective: a focus on rote mathematics facts, procedural instruction, and a narrow range of mathematics content. Grounded in critical pedagogy and critical disabilities studies, we argue for a shift in the focus away from the student as the site of defect and intervention to recognize the complex embodiment of dis/ability as a process produced within historical, political, social, and material contexts. The theoretical assumptions and guiding principles for a framework of culturally responsive and relational understanding of dis/ability will be shared together with a case of such an approach in classroom practice. The paper advances efforts to support all learners in robust mathematics learning communities and to situate research from perspectives that acknowledge the situated, interactional nature of ability, identity, and achievement.

中文翻译：

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从边缘到中心：重新人性化残疾学生数学教育的框架

摘要 残疾/残疾学生的数学教育具有排斥的传统；它的学术一直以能干的观点为主：关注死记硬背的数学事实、程序性教学和范围狭窄的数学内容。基于批判性教学法和批判性残疾研究，我们主张将重点从学生作为缺陷和干预的场所转移到将残疾/能力的复杂体现视为在历史、政治、社会和物质中产生的过程上下文。将与在课堂实践中采用这种方法的案例一起分享文化响应和对残疾/能力的相关理解框架的理论假设和指导原则。