REVIEW OF DISABILITY STUDIES: AN INTERNATIONAL JOURNAL Volume 15 Issue 1 Page 1 Research Article Disability and Educators in Mathematics Schooling Research: A Critical Exploratory Review Paulo Tan, PhD & Rachel Lambert, PhD University of Hawaiʻi at Mānoa & University of California, Santa Barbara Abstract: In this exploratory review, we use a disability studies lens to analyze the focus and outcomes of 15 recently published research articles that spotlight the role of educators in the mathematics schooling of students with disabilities. The results of our review not only point to continuation of problematic positioning and paradigms in research, but also underscore the value in supporting special educators’ mathematics understandings. Moreover, we note advancements in socio-contextual and socio-political research approaches that afford better understanding of the re/construction of disabled students, spaces, and pedagogy phenomena. We assert that outcomes of this review can inform more just research and practices for students with disabilities in mathematics education. Keywords: Mathematics Education; Education; Disability Studies in Education This exploratory review uses a Disability Studies in Mathematics Education (DSME) lens to analyze the focus and findings of recently published research that focuses on educators in disability mathematics education, and to recommend directions for future research and practice. Because mathematics is a human endeavor filled with creativity, all students should be afforded opportunities to engage in meaningful mathematical sense making connected to their lives. Such opportunities must also leverage their unique ways of thinking rather than experiencing only procedural instruction in which they must replicate the thinking of others (Gutiérrez, 2017). Opportunities that support the development and connections of mathematical reasoning and understanding as a human endeavor often do not exist for mathematics learners labeled with disabilities. Although evidence suggests that students with disabilities can engage in rigorous and sophisticated forms of mathematics (e.g., Peltenburg, van den Heuvel-Panhuizen, & Robitzsch, 2013; Lambert, 2015; Tan, 2017), this group of students typically are only offered low rigor mathematics (Jackson & Neel, 2006; Tan, 2016). Thus, we examine the literature for insights into the role of educators in fostering or limiting students with disabilities’ opportunities in mathematics education. Understanding the role of educators is crucial to advancing just practices (Waitoller & Artiles, 2013), yet such understanding has received very limited range when it comes to mathematics education involving students with disabilities. In a related study, we found that articles on mathematics education that did not include students with disabilities were far more likely to focus on educators as a unit of analysis compared to those that did include disability (Lambert & Tan, 2016). Related to problem solving, Lambert and Tan (2017) reported that teachers of students with disabilities were most often conceptualized as technicians following a predetermined, scripted curriculum, rather than as agentic. The concept of teachers of students with disabilities as technicians in educational research and practice mirrors the