» Dr. Rachel Lambert
Assistant Professor

Attallah College of Educational Studies
Dr. Rachel Lambert
Office Location:
Reeves Hall 111
Email:
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. Lambert earned her PhD 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 U.S. 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 has worked both as a general educator (grades 5, 6, and 7) and a special educator (preschool to sixth 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 - grade 12) 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 until 12th grade in California. 

Publications

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. (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. (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.