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Educ. Sci. 2018, 8(2), 63; https://doi.org/10.3390/educsci8020063

Against the Odds: Insights from a Statistician with Dyscalculia

1
College of Education, University of Washington, Seattle, WA 98195, USA
2
Independent Researcher, Seattle, WA 98195, USA
*
Author to whom correspondence should be addressed.
Received: 28 February 2018 / Revised: 19 April 2018 / Accepted: 19 April 2018 / Published: 26 April 2018
(This article belongs to the Special Issue Dispelling Myths about Mathematics)
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Abstract

Students with dyscalculia are typically thought of by both researchers and educators as having deficits. The deficit language permeates studies of dyscalculia as well as assessments and documentation of students in schools. In this paper, we offer an alternative to the dominant narrative. We understand disabilities, and dyscalculia specifically, as resulting from cognitive differences—not deficits—which lead to issues of access. We provide a case study of Dylan (second author), an individual with dyscalculia who decided to major in statistics at University of California, Berkeley and become a statistician. Although she experienced significant issues of access—both in the standard tools used to do mathematics, and in navigating the structures at the university—she developed systems to enable her to compensate. She collaborated in this research enterprise in order to share with researchers, teachers, parents, and students her experiences with dyscalculia and how she was able to succeed in higher level mathematics. Informed by previous empirical work, we collected video recordings of Dylan’s deliberate efforts to share insights and strategies with another student with dyscalculia. In this work, Dylan challenges dominant and problematic myths about ability and mathematics. View Full-Text
Keywords: dyscalculia; learning disability; mathematics; access; accommodations; compensation; myths; case study; disability studies; emancipatory research dyscalculia; learning disability; mathematics; access; accommodations; compensation; myths; case study; disability studies; emancipatory research
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Lewis, K.E.; Lynn, D.M. Against the Odds: Insights from a Statistician with Dyscalculia. Educ. Sci. 2018, 8, 63.

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