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Editors contains: "Lambert, T"

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  1. ; ; (, University of Nevada, Reno)
    Lambert, T; Moss, D (Ed.)
    Accepted Manuscript Full Text Available
  2. ; ; (, University of Nevada, Reno)
    Lambert, T; Moss, D (Ed.)
    Accepted Manuscript Full Text Available
  3. ; (, North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lambert, T; Moss, D (Ed.)
    Negative perceptions held by teachers toward students with disabilities create environments that make students feel uncomfortable and often incapable of participating actively in classrooms. Much of the research about these perceptions is focused on teachers of students with learning disabilities, which leaves out teachers’ perceptions toward students with other disabilities. We are developing a responsive online survey to access what mathematics teachers identify as disabilities and their behavior toward students with disabilities in their classroom. In this paper, we describe the process we have developed for constructing this survey. We also share our conceptualization of the relationship between teachers’ perceptions and equity affirmations toward disability, and the results of applying that conceptualization to our research context. 
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    Accepted Manuscript Full Text Available