“The disabled body speaks back”; Emotion as central to embodiment in mathematical experience
Disability Studies, Embodiment, Emotion, Mathematics, Narrative
Computer-Supported Collaborative Learning Conference, CSCL
In the spirit of interdisciplinarity, we offer an analysis of how theoretical tools from Disability Studies can reframe problems that have been troubling to sociocultural theory in mathematics education. In particular, we offer the theory of complex embodiment (Siebers, 2008) to help theorize embodiment as we work to understand the role of disability in learning mathematics. Disabilities such as Attention Deficit Hyperactivity Disorder (ADHD) are often understood as either medical, completely within the individual body, or socially constructed, completely outside the individual body and located in social practices. Yet ADHD is both profoundly experienced and embodied, and yet simultaneously socially constructed through cultural practices of schooling (Lambert 2019). We work to extend these theoretical frames into sociocultural theory as used within mathematics education, which we argue has lacked a way to understand embodiment as central to learning. As Disability Studies scholar Tobin Siebers wrote, “The disabled body pushes back.”
Department of Special Education
Original Publication Date
UNI ScholarWorks, Rod Library, University of Northern Iowa
Lambert, Rachel; Hernández-Saca, David I.; and Mireles-Rios, Rebeca, "“The disabled body speaks back”; Emotion as central to embodiment in mathematical experience" (2020). Faculty Publications. 370.