Dr. Rachel Lambert

Dr. Rachel Lambert

Assistant Professor
Attallah College of Educational Studies
Expertise: Mathematics Education; Disability Studeis in Education; Participation and Engagement for Students with Disabilities; Equity in Mathematics Education; Identity Construction in Mathematics; Race and Gender in Mathematics Education for Disabilities;
Office Location: Reeves Hall 131
Education:
Stanford University, Bachelor of Arts
Teachers College of Columbia University, Master of Arts
The Graduate Center City University of New York, Ph.D.

Biography

Dr. Rachel Lambert is an Assistance Professor in the Attallah College of Educational Studies. She earned her Ph.D. in Urban Education with a focus on Mathematics, Science, and Technology from the Graduate Center of the City University of New York. Rachel worked for more than a decade as a teacher in culturally and linguistically diverse schools, both as a general and a special educator. She has worked as a professional developer at Mathematics in the City, based at City College in New York City, giving workshops in the US and abroad in mathematics education. Her work aims to increase participation of learners with disabilities in mathematics classrooms. Her research explores the intersection of mathematics education and disability studies in education, focusing on how children come to understand themselves as particular kinds of math learners and how such identifications matter for subsequent learning. She is particularly interested in how such identifications matter for those who have historically had less access to challenging mathematics: children with disabilities, Black, Latino/a and Native American children, children from low-income families, and girls. 

Teacher Education Experiance

During her time in schools, Dr. Lambert worked both as a general educator (grades 5, 6, and 7) and a special educator (preschool to 6th grade). As a special educator, Dr. Lambert taught both in inclusive settings and as a resource room teacher. She is credentialed to teach special education (preschool through 12th grade) in both New York and California, to teach elementary school in all subject areas in both New York and California, as well as to teach English from 7th through 12th grade in California. 

Publications

Lambert, R. (in press). "Indefensible, Illogical, and Unsupported"; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities. Education Sciences (Special Issue: Myths in Mathematics Education). http://www.mdpi.com/2227-7102/8/2/72

Hunt, J., MacDonald, B., Lambert, R., Sugita, T., Silva, R. (in press). “Think pair show share”: UDLizing talk moves to increase classroom discourse. Teaching Children Mathematics.

Lambert, R., Tan, P., Hunt, J., & Candela, A. (2018). Rehumanizing the mathematics education of students with disabilities; Critical perspectives on research and practice. Investigations in Mathematics Learning, 10(3), 1–4. https://doi.org/10.1080/19477503.2018.1463006

Lambert, R., & Tan, P. (2017). Conceptualizations of students with and without disabilities as mathematical problem solvers in educational research: A critical review. Education Sciences, 7(2), 51. http://www.mdpi.com/2227-7102/7/2/51

Lambert, R. (2017). “When I am being rushed it slows down my brain”: constructing self-understandings as a mathematics learner. International Journal of Inclusive Education, 21(5), 521–531. https://doi.org/10.1080/13603116.2016.1251978

Lambert, R., & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31(4), 347–366. http://onlinelibrary.wiley.com/doi/10.1111/1467-9604.12142/abstract

Lambert, R., Imm, K., & Williams, D. A. (2017). Number strings: Daily computational fluency. Teaching Children Mathematics, 24(1), 48–55. https://doi.org/10.5951/teacchilmath.24.1.0048

Lambert, R. (2015). Constructing and resisting dis/ability in mathematics classrooms: A case study exploring the impact of different pedagogies. Educational Studies in Mathematics. 1-18.

Lambert, R. & Stylianou, D. (2013). “Posing cognitively demanding tasks for all students.” Mathematics Teaching in the Middle School, 18 (8), 500 – 506.

Foote, M.Q. & Lambert, R. (2011). “‘I have a solution to share’: Learning through equitable participation in a mathematics classroom.” Canadian Journal of Science, Mathematics, and Technology Education, 11 (3), 247 – 260.

Lambert, R & Valle, J.  (2010). “Chapter one: Envisioning the reweaving.” In C. Fosnot (Ed.), Models of Intervention in Mathematics: Reweaving the Tapestry. National Council of Teachers of Mathematics, Reston: VA.

Invited Talks

Lambert, R., Harris, E., Lane, L & Lewis, K. (April 2019) “Neurodiversity and Postsecondary Mathematics; Rethinking Expertise and Innovation” (featured speaker).

Lambert, R. & Cammer, O. (October 2018) “Empowering Students with Disabilities as Math Thinkers” California Mathematics Council (featured speaker).

Lambert, R. (November 2018). “Neurodiversity and the Mathematical Practices; Increasing Engagement for All Minds in Mathematics.” NCTM Regional Conference. (featured speaker).

Gael, A. & Lambert, R. (April 2018). Reimagining math class through the lens of neurodiversity. National Council of Teachers of Mathematics Conference, Washington, DC.

Lambert, R. (October 2016). The dangers of differentiation. Orange County Mathematics Council.

Lambert, R. (May 2016). An evening with Rachel Lambert. Center X. Mathematics Project. University of California Los Angeles.

Lambert, R. & Lev, S. (June 2015). Number strings and number sets; Connecting Contexts for Learning Mathematics to CGI Problems. Biannual Conference of Cognitively Guided Instruction, Lawndale, CA.

Lambert, R. (May 2014). Authoring Mathematical Selves; Constructing Identifications with Mathematics in an Urban, Inclusive Mathematics Classroom. Invited talk at the Jack Kent Cooke 

Presentations (peer reviewed)

Lambert R. (April 2018) Session Organizer. Panel: Integrating Disability Studies and Critical Mathematics Education; Emerging Perspectives. Panel session at American Educational Research Association, New York, NY.

Lambert, R., Sugita, T., Brophy, S., & Hunt, J. (April 2018) Reframing intervention; From “fixing” learners to deepening engagement for students with disabilities. Unpublished paper presentation at American Educational Research Association, New York, NY.

Lambert, R., (April 2018) “Could Dyslexia be a gift?”; Insiders define learning disabilities. Unpublished paper presentation at American Educational Research Association, New York, NY.

Lambert R. (April 2018) Session Organizer. Critical Theoretical Perspectives on Disability and Mathematics Education. Panel session at the Research Conference of the National Council of Teachers of Mathematics. Washington, DC. 

Lambert R. (April 2018) Access to Mathematical Discussion for Students with Disabilities. Unpublished paper presentation at the Research Conference of the National Council of Teachers of Mathematics. Washington, DC.

Lambert, R. (April 2018) Beyond “good teaching is good teaching”; Integrating neurodiversity into standards-based mathematics pedagogy for students with disabilities. Unpublished paper presentation at the National Council for the Supervisors of Mathematics, Washington, DC.

Lambert, R., Hunt, J., Yeh, C. & Sugita, T. (November 2017) How neurodiversity can shape research; Rethinking engagement through the participation of students with autism. Unpublished paper presentation at the Psychology of North America North America Conference, Indianapolis, ID.

Lambert, R. (November 2016). Intervention in participation: Supporting students with learning disabilities in standards-based mathematics. Unpublished paper presentation at the Psychology of North America North America Conference, Tucson, AZ.

Lambert, R. & Tan, P. (November 2016).  Dis/Ability and mathematics: Theorizing the research divide between special education and mathematics. Unpublished paper presentation at the Psychology of North America North America Conference, Tucson, AZ.

Lambert, R. (April 2016). The construction of disability in racial storylines in mathematics.

Unpublished paper presentation at the National Council of Teachers of Mathematics Research Conference, San Francisco, CA.

Lambert, R. (April 2016). Neurodiversity and mathematics: a radical rethinking of children with disabilities in inquiry mathematics classrooms. Unpublished paper presentation at the National Council of Supervisors of Mathematics Conference, Oakland, CA.

Lambert, R, Gael, A & Egic, D. (April 2016). Students with disabilities can do math. Unpublished paper presentation at the National Council of Teachers of Mathematics Conference, San Francisco, CA.

Lambert, R.  & Tan, P. (February 2016). The research divide between mathematics education and special education. Unpublished paper presentation at the American Mathematics Teacher Educators Conference, Irvine, CA.

Lambert, R. (April 2015). The research divide between mathematics education and special education. Unpublished paper presentation at the National Council of Teachers of Mathematics Research Conference, Boston, MA.

Lambert, R., Imm, K, DiBrienza, J, & Williams, D. (April 2015). Number strings; Leveraging contexts and models in a computational routine. Unpublished paper presentation at the National Council of Supervisors of Mathematics Conference, Boston, MA.

Lambert, R. (April 2014). Resistance through remixing the discourses and practices of an inclusive mathematics classroom; Being both “fast” and “slow” in mathematics. Unpublished paper presentation at the American Educational Research Association, Philadelphia, PA.

Lambert, R. (April 2014). Agency and identification in multiple mathematical pedagogies. Unpublished paper presentation at the American Educational Research Association, Philadelphia, PA.

Lambert, R. (February 2014). Disrupting deficit thinking; Infusing innovative approaches to special education into mathematics teacher education. Unpublished paper presentation at the American Mathematics Teacher Educators, Irvine, CA.

Recent Creative, Scholarly Work and Publications

Lambert, R., Imm, K., & Williams, D. A. (2017). Number Strings: Daily Computational Fluency. Teaching Children Mathematics, 24(1), 48–55.
Lambert, R., & Tan, P. (2017). Conceptualizations of students with and without disabilities as mathematical problem solvers in educational research: A critical review. Education Sciences, 7(2), 51. https://doi.org/10.3390/educsci7020051
Lambert, R. & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning. 31(4), 347–366. https://doi.org/10.1111/1467-9604.12142
Lambert, R. (2016). “When I am being rushed it slows down my brain”: Constructing self-understandings as a mathematics learner. International Journal of Inclusive Education. 0(0), 1–11. https://doi.org/10.1080/13603116.2016.1251978
Lambert, R. (2015). Constructing and resisting disability in mathematics classrooms: A case study exploring the impact of different pedagogies. Educational Studies in Mathematics, 1–18.