Blurred lines: producing the mathematics student through discourses of special educational needs in the context of reform mathematics in Chile

Author:

Darragh LisaORCID,Valoyes-Chávez Luz

Funder

CONICYT Fondecyt

PIA-CONICYT Basal funds

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference49 articles.

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2. Avalos, B., & de Los Rios, D. (2013). Reform environment and teacher identity in Chile. In D. B. Napier & S. Majhanovich (Eds.), Education, dominance and identity (pp. 153–175). Rotterdam, the Netherlands: Sense Publishers.

3. Bagger, A., & Roos, H. (2015). How research conceptualises the student in need of special education in mathematics. In MADIF9: The ninth Swedish mathematics education research seminar (pp. 27–36). Umea, Sweden: Svensk forening for Matematik Didaktisk Forskinin-SMDF.

4. Ball, S. J. (2013). Foucault, power, and education. New York, NY: Taylor & Francis Inc.

5. Baxter, J., Woodward, J., Voorhies, J., & Wong, J. (2002). We talk about it, but do they get it? Learning Disabilities Research and Practice, 17(3), 173–185.

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