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Mathematical identities of boys in special education: a case study. (English)
Philos. Math. Educ. J. 20, 25 p., electronic only (2007).
From the text: In the United States boys are more likely than girls to be placed in special education programs for reasons such as learning disabilities and emotional and behavioral disorders. To elucidate this complex problem as it pertains to mathematics education, I consider boys’ mathematical identities in the context of Special Education, wherein they may spend the majority of their educational careers. Mathematical identity refers to just one aspect of self, which is shaped by the learner’s experiences. My investigation explores case studies of two high school students, Rick and Sam (pseudonyms), who are eligible to receive specifically designed instruction across the curriculum, including in mathematics, with a view to measuring the effectiveness of social constructivism and/or to provide insights to serve the needs of struggling students. The boys’ Special Education programs complied with The Individuals with Disabilities Act (IDEA) of 1975, which requires public schools to actively identify students with disabilities in order to make certain that they get proper assistance.
Classification: C26 C46 D76 C76 D20
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