THEORIZING COMPLEX EMBODIMENT IN MATHEMATICS.

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Bibliographic Details
Title:	THEORIZING COMPLEX EMBODIMENT IN MATHEMATICS.
Authors:	Lambert, Rachel¹ rlambert@ucsb.edu, Hernandez-Saca, David I.² ande.hernandez-saca@uni.edu, Mireles-Rios, Rebeca¹ rmireles@ucsb.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2021, p174-178. 5p.
Subject Terms:	Mathematics students, Mathematics education, Mathematics teachers, Students with disabilities, *Learning disabilities
Abstract:	Cognizant of educational debts (Ladson-Billings 2006) for Latinas in math, as well as for students with Learning Disabilities (LD), we seek to develop understanding of the experiences of Latinas with LD in math classrooms. To do so, we need theoretical and methodological tools to analyze the emotional, embodied experience of learning mathematics within figured worlds of mathematics classrooms. Scholarship on identity in math currently lacks a systematic theoretical and methodological grounding that would allow for critical analysis of both intersectionality, relationships and emotion. Using analysis of a how a Latina with LD was described by her teachers, this paper describes a collaborative, interdisciplinary theoretical and methodological project to develop these theoretical tools. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Cognizant of educational debts (Ladson-Billings 2006) for Latinas in math, as well as for students with Learning Disabilities (LD), we seek to develop understanding of the experiences of Latinas with LD in math classrooms. To do so, we need theoretical and methodological tools to analyze the emotional, embodied experience of learning mathematics within figured worlds of mathematics classrooms. Scholarship on identity in math currently lacks a systematic theoretical and methodological grounding that would allow for critical analysis of both intersectionality, relationships and emotion. Using analysis of a how a Latina with LD was described by her teachers, this paper describes a collaborative, interdisciplinary theoretical and methodological project to develop these theoretical tools. [ABSTRACT FROM AUTHOR]