Rethinking Disability and Mathematics

This book is long overdue! I applaud Lambert for challenging mathematics educators to reimagine what students with disabilities are capable of in mathematics. Lambert confronts the deficit perspectives that have permeated the way many educators think about students with disabilities in mathematics. Lambert also provides specific examples that show that students with disabilities can engage in rich, cognitively demanding mathematics when given the proper support and guidance.

All too often in my career, I’ve heard neurodiverse students discussed in deficit ways in terms of their opportunities to know and do mathematics. Lambert’s book provides shining examples of strategies we can use to empower and provide access to neurodiverse students so that they can demonstrate their full mathematical brilliance in math class. The strategies described are simultaneously revelatory and straightforward to implement.

UDL can now truly become a tool that mathematics educators can use to change how they go about designing mathematics experiences for disabled students.

This book is a transformer! Rethinking Disabilities and Mathematics is a must-read for all educators. Dr. Lambert provides insight into different types of disabilities and strategies to implement UDL Math to engage and support learners in developing positive mathematics identities. She goes beyond strategies and instruction, giving us clarity through the lens of different perspectives that will make educators rethink disability.

As I read this extraordinary book, it felt like I was having a conversation with Rachel Lambert. Connecting with my innermost being in a deep and meaningful way; this is what is needed to change mindsets and practices. The vignettes, coupled with well-documented research, allow the reader to reflect on their own experiences and teaching schema with practical transformative methods from the perspective of not only researchers but also authentically from teachers.

The word “strength” rarely makes its way into conversations about students’ disabilities in school buildings. In Lambert’s work, strength is a basic tenet of students with disabilities. From classroom visits to conversations with mathematicians with disabilities, Lambert unveils a landscape of possible math learning with a UDL Math framework and strengths-based pedagogies because disabled learners were never the problem to be fixed in math education, the system is.

If there is one book you need to read about the field of special education and mathematics, this is it. Rachel Lambert has torn apart our old tapestry of beliefs and teaching practices and rewoven another with clarity, powerful examples, and research. This book breaks new ground.

This is a groundbreaking exploration that transcends traditional teaching paradigms and revolutionizes our perspectives on disability in mathematics education. With insightful chapters exploring the brilliance of diverse learners, real-life stories, and rigorous research on UDL, it empowers educators with a strengths-based approach. A transformative guide, it ignites introspection and catalyzes action, shaping a more inclusive mathematical landscape.

This is the book I’ve been hoping for for so long! Lambert dares us to think radically about and reimagine math instruction and disability, while also giving us the practical, classroom-tested tools to bring these bold dreams to life. I feel both inspired and equipped to make real progress in my district with this trusted guide at my side.