Bibliography: Critical Approaches to Mathematics and Disability

I created this list based on a request for a Ph.D. reading list for a student interested in critical and Disability Studies approaches to mathematics education. Figured I should share with more, as there are so many wonderful resources on this list. Updated May 2018. Please comment if you have recommendations to add!

Behrend, J. L. (2003). Learning-disabled students make sense of mathematics. Teaching Children Mathematics, 9(5), 269–73.
Borgioli, G. M. (2008). A critical examination of learning disabilities in mathematics; Applying the lens of abelism. Journal of Thought, 43(12), 131–147.
Bottge, B. A., Stephens, A. C., Rueda, E., LaRoque, P. T., & Grant, T. S. (2010). Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments. Exceptional Children, 76(4), 417–437.
Chick, C., Tierney, C., & Storeygard, J. (2007). Seeing Students’ Knowledge of Fractions: Candace’s Inclusive Classroom. Teaching Children Mathematics, 14(1), 52–57.
de Freitas, E., & Sinclair, N. (2016). The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense. International Journal of Educational Research, 79, 222–230.
de Freitas, Elizabeth, & Sinclair, Natalie. (2014). Mathematics and the Body: Material Entanglements in the Classroom. Cambridge University Press.
Fernandes, S. H. A. A., & Healy, L. (2013). Multimodality and mathematical meaning-making: Blind students’ interactions with Symmetry. International Journal for Research in Mathematics Education, 3(1), 36–55.
Foote, M. Q., & Lambert, R. (2011). I have a solution to share: Learning through equitable participation in a mathematics classroom. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 247–260.
Fosnot, C. (2010). Models of Intervention in Mathematics: Reweaving the Tapestry. National Council of Teachers of Mathematics.
Healy, L., & Fernandes, S. H. A. A. (2011). The role of gestures in the mathematical practices of those who do not see with their eyes. Educational Studies in Mathematics, 77(2–3), 157–174.
Hunt, J. H. (2015). Notions of equivalence through ratios: Students with and without learning disabilities. The Journal of Mathematical Behavior, 37, 94–105.
Hunt, J. H., Tzur, R., & Westenskow, A. (2016). Evolution of unit fraction conceptions in two fifth-graders with a learning disability: An exploratory study. Mathematical Thinking and Learning, 18(3), 182–208.
Hunt, J. H., Westenskow, A., Silva, J., & Welch-Ptak, J. (2016). Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu’s trajectory. The Journal of Mathematical Behavior, 41, 45–67.
Hunt, J., & Tzur, R. (2017). Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens. The Journal of Mathematical Behavior, 48, 62–76.
Jackson, H. G., & Neel, R. S. (2006). Observing mathematics: Do students with EBD have access to standards-based mathematics instruction? Education and Treatment of Children, 29(4), 593.
Lambert, R. (2015). Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies. Educational Studies in Mathematics, 89(1), 1–18.
Lambert, R. (2017). ‘When I am being rushed it slows down my brain’: Constructing self-understandings as a mathematics learner. International Journal of Inclusive Education, 21(5), 521–531.
Lambert, R. (2018). “Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics. Education Sciences, 8(2), 72.
Lambert, R., & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31(4), 347–366.
Lambert, R., & Tan, P. (2017). Conceptualizations of students with and without disabilities as mathematical problem solvers in educational research: A critical review. Education Sciences, 7(2), 51.
Lambert, R., Tan, P., Hunt, J., & Candela, A. G. (2018). Rehumanizing the Mathematics Education of Students with Disabilities; Critical Perspectives on Research and Practice. Investigations in Mathematics Learning, 0(0), 1–4.
Lewis, K. E. (2014). Difference not deficit: Reconceptualizing Mathematical Learning Disabilities. Journal for Research in Mathematics Education, 45(3), 351–396.
Lewis, K. E. (2017). Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability. Journal of the Learning Sciences. Retrieved from
Lewis, K. E. ., kelewis2@uw. ed., & Fisher, M. B. ., mfisher4@uw. ed. (2016). Taking stock of 40 years of research on mathematical learning disability: Methodological issues and future directions. Journal for Research in Mathematics Education, 47(4), 338–371.
Lewis, K. E., & Lynn, D. M. (2018). Against the Odds: Insights from a Statistician with Dyscalculia. Education Sciences, 8(2), 63.
Lynch, S. D., Hunt, J. H., & Lewis, K. E. (2018). Productive Struggle for All: Differentiated Instruction. Mathematics Teaching in the Middle School, 23(4), 194–201.
Magne, O. (2001). Literature on special educational needs in mathematics: a bibliography with some comments. Retrieved from
Moscardini, L. (2009). Tools or crutches? Apparatus as a sense‐making aid in mathematics teaching with children with moderate learning difficulties. Support for Learning, 24(1), 35–41.
Moscardini, L. (2010). ‘I like it instead of maths’: How pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems. British Journal of Special Education, 37(3), 130–138.
Moscardini, L. (2013). Primary special school teachers’ knowledge and beliefs about supporting learning in numeracy. Journal of Research in Special Educational Needs, v15 n1 p3747(n1), p37-47.
Peltenburg, M. (2012). Mathematical potential of special education students (Dissertation). Utrecht University.
Radford, L. (2013). Perceiving with the eyes and with the hands. International Journal for Research in Mathematics Education, 3(1). Retrieved from
Sheldon, J. (2013). Erasing Queer Subjects, Constructing Disabled Subjects: Towards a Queering of Mathematics Disabilities. Retrieved from
Sheldon, J. (2017). Problematizing Reflexivity, Validity, and Disclosure: Research by People with Disabilities About Disability. The Qualitative Report, 22(4), 984–1000.
Sheldon, J., & Rands, K. (2017). Whatever Will Be Will Be: Queering Disabled Subjects’ Temporality. Philosophical Inquiry in Education, 24(4), 368–378.
Storeygard, J. (2009). My Kids Can: Making Math Accessible to All Learners, K-5 (Pap/DVD). Heinemann.
Storeygard, J. S. (2012). Count Me In! K-5: Including Learners With Special Needs in Mathematics Classrooms (1 edition). Thousand Oaks, Calif: Corwin.
Storeygard, J., & Tierney, C. (2005). Including all students in meaningful mathematics: the story of Darrell. Teaching Exceptional Children Plus, 1(3).
Tan, P. (2017a). Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices. International Journal of Whole Schooling, 13(3), 28–38.
Tan, P., & Alant, E. (2018). Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study. Assistive Technology, 30(1), 9–15.
Tan, P., & Kastberg, S. (2017). Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education. Journal of Urban Mathematics Education, 10(2), 25–38.
Truman, J. V. (2017, August 8). Mathematical reasoning among adults on the autism spectrum: Case studies with mathematically experienced participants (Thesis). Education: Faculty of Education. Retrieved from
Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with LD. Journal of Special Education, 36(2), 89–101.


  1. Rachel, I always come away from your blog with another great article or idea. Thank you so much for all of your work.

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