JAASEP FALL 2025 Part 6 of 10
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Latinx students with learning disabilities (LD) possess unique strengths and contribute valuable insights to math learning, a notion that is steadily gaining traction in the field (Bishop et al., 2022; Martínez-Álvarez, 2020). While there exists a growing body of research-based recommendations emphasizing high-quality math instruction (Jacobs & Spangler, 2017) and the significance of wholeheartedly including students as integral members of the math learning community (e.g., Bishop et al., 2022), there is still room to enhance the depth of participation of Latinx students with LD. It is essential to expand their engagement beyond just procedural or fluency tasks. Such comprehensive involvement nurtures a student’s identity as a “doer of math”—a term encapsulating students’ self-perception as adept and proactive contributors to mathematical thought and problem-solving. This identity is pivotal, given its influence on students’ motivation and resilience in navigating mathematical challenges. By fostering a more inclusive environment, we can provide pathways to advanced math and deter undue tracking to lower-level courses (Kangas & Cook, 2020).
Abstract
Latinx students with learning disabilities (LD) possess inherent strengths and bring valuable contributions to math learning, yet teachers often view them through a deficit-oriented lens. These students frequently experience limited opportunities to participate in math learning beyond learning procedures. This limiting exposure to math learning can adversely affect their self-perception as competent math learners. In this study, we administered surveys to general education (GE) middle school math teachers. Subsequently, we interviewed a subset to delve deeper into their perceptions, practices, and confidence in teaching this population. Our research yielded three main insights: (a) While teachers typically endorsed the inclusion of these students in GE math settings and recognized their potential for math achievement, there was also a sentiment that students lacked foundational knowledge and motivation; (b) the teaching methodologies employed reflected these beliefs; and (c) teachers expressed confidence in their ability to instruct Latinx students with disabilities effectively.