Universal Design for Learning + Math + Design Thinking: In this project, I am working with Kara Imm to integrate Design Thinking for Educators into UDL Math (a specifically mathematical version of UDL I have been working on).
Neurodiversity Math Project : Rachel Lambert (University of California Santa Barbara) and Edmund Harriss (University of Arkansas)(website) are developing understanding of the mathematical thinking/strengths of adults with dyslexia, focused on those who work in STEM. We seek to better understand how strengths associated with dyslexia, such as visual-spatial skills, may impact mathematical thinking at the highest levels. Our study is designed to leverage the understandings of experts with dyslexia, otherwise known as people with dyslexia.
Emotion, Identity and Intersectionality in Mathematics: Using interview and ethnographic data from multiple longitudinal studies, we are analyzing how disabled students construct identifications (or not) with mathematics, including how they are positioned in terms of disability, race, genders, and class. We are studying how mathematical learning is embodied through individual experience, including positioning and neurodiversity, and other aspects of intersectionality.
Number Strings 4 Number Sense: In this study, we are analyzing the participation and mathematical thinking of students (focusing on neurodiverse students) in grades 3-5 who participate in a series of number string routines on multiplication and/or division.
Access to the Mathematical Practices (AMP): This study analyzes how teachers can increase participation in mathematical problem solving and discussion for students with disabilities. Our pilot team published a paper that will be out soon.
Critical Analysis of Mathematics Education from a Disability Studies Perspective: In this study, Paulo Tan (Johns Hopkins University) and myself have been analyzing how research in math learning differs based on whether or not the learner has a disability. We seek to understand more about how disabled students are framed by research.