{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/27016"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/27016","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"Voices Count: Employing A Critical Narrative Research Bricolage For Insights Into Dyscalculia","abstract":"This qualitative study involved interviewing adult participants who were identified, or who self identified as having dyscalculia (also known as a mathematical learning disorder), with the objective of obtaining depth of perspective on how this phenomenon is interpreted, responded to, and managed by these individuals and those around them. This study utilizes a theoretical and methodological framework known as bricolage (Kincheloe, 2005) which involves the synthesis of narrative, auto-ethnographic, critical, feminist, neuroscientific, and psychometric perspectives, to explicate the constitution and experience of dyscalculia. This study also explores epistemological privilege within the discipline of educational psychology, and draws on the work Billington (1996, 2013) who advocates for greater employment of critical approaches within educational psychology; particularly, drawing on the work of Foucault, to explicate how the privileging of certain modes of inquiry contributes to the marginalization of those under study. Findings suggest that cognitive approaches to understanding dyscalculia are neither in agreement, nor above scrutiny, and that social factors, co-morbid conditions and pedagogical approaches to mathematics instruction play a role in the emergence and remediation of dyscalculia. Ultimately, dyscalculia is explicated as a multidimensional phenomenon that raises important questions about how learning differences are approached and understood in educational research and practice.","abstract_html":"This qualitative study involved interviewing adult participants who were identified, or who self identified as having dyscalculia (also known as a mathematical learning disorder), with the objective of obtaining depth of perspective on how this phenomenon is interpreted, responded to, and managed by these individuals and those around them. This study utilizes a theoretical and methodological framework known as bricolage (Kincheloe, 2005) which involves the synthesis of narrative, auto-ethnographic, critical, feminist, neuroscientific, and psychometric perspectives, to explicate the constitution and experience of dyscalculia. This study also explores epistemological privilege within the discipline of educational psychology, and draws on the work Billington (1996, 2013) who advocates for greater employment of critical approaches within educational psychology; particularly, drawing on the work of Foucault, to explicate how the privileging of certain modes of inquiry contributes to the marginalization of those under study. Findings suggest that cognitive approaches to understanding dyscalculia are neither in agreement, nor above scrutiny, and that social factors, co-morbid conditions and pedagogical approaches to mathematics instruction play a role in the emergence and remediation of dyscalculia. Ultimately, dyscalculia is explicated as a multidimensional phenomenon that raises important questions about how learning differences are approached and understood in educational research and practice.","abstract_has_math":false,"creators":["Kuhl, Diana E"],"institution":"The University of Western Ontario","degree_name":"M Ed","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Wayne Martino","Elizabeth Nowicki"],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-07-07","date_published":"2014-07-07","updated_at":"2026-07-27T21:56:03Z","subjects":["dyscalculia","math","educational psychology","bricolage","narrative","critical","feminist"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/27016","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Wayne Martino","Elizabeth Nowicki"]},{"key":"dc:creator","label":"Author","values":["Kuhl, Diana E"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T15:16:33Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T15:16:33Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-07-07"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M Ed"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["dyscalculia","math","educational psychology","bricolage","narrative","critical","feminist"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/27016"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study involved interviewing adult participants who were identified, or who self identified as having dyscalculia (also known as a mathematical learning disorder), with the objective of obtaining depth of perspective on how this phenomenon is interpreted, responded to, and managed by these individuals and those around them. This study utilizes a theoretical and methodological framework known as bricolage (Kincheloe, 2005) which involves the synthesis of narrative, auto-ethnographic, critical, feminist, neuroscientific, and psychometric perspectives, to explicate the constitution and experience of dyscalculia. This study also explores epistemological privilege within the discipline of educational psychology, and draws on the work Billington (1996, 2013) who advocates for greater employment of critical approaches within educational psychology; particularly, drawing on the work of Foucault, to explicate how the privileging of certain modes of inquiry contributes to the marginalization of those under study. Findings suggest that cognitive approaches to understanding dyscalculia are neither in agreement, nor above scrutiny, and that social factors, co-morbid conditions and pedagogical approaches to mathematics instruction play a role in the emergence and remediation of dyscalculia. Ultimately, dyscalculia is explicated as a multidimensional phenomenon that raises important questions about how learning differences are approached and understood in educational research and practice."]},{"key":"dc:title","label":"Title","values":["Voices Count: Employing A Critical Narrative Research Bricolage For Insights Into Dyscalculia"]}]}],"canonical_facts":{"dc:contributor.advisor":["Wayne Martino","Elizabeth Nowicki"],"dc:creator":["Kuhl, Diana E"],"dc:date.accessioned":["2025-07-10T15:16:33Z"],"dc:date.available":["2025-07-10T15:16:33Z"],"dc:date.issued":["2014-07-07"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.abstract":["This qualitative study involved interviewing adult participants who were identified, or who self identified as having dyscalculia (also known as a mathematical learning disorder), with the objective of obtaining depth of perspective on how this phenomenon is interpreted, responded to, and managed by these individuals and those around them. This study utilizes a theoretical and methodological framework known as bricolage (Kincheloe, 2005) which involves the synthesis of narrative, auto-ethnographic, critical, feminist, neuroscientific, and psychometric perspectives, to explicate the constitution and experience of dyscalculia. This study also explores epistemological privilege within the discipline of educational psychology, and draws on the work Billington (1996, 2013) who advocates for greater employment of critical approaches within educational psychology; particularly, drawing on the work of Foucault, to explicate how the privileging of certain modes of inquiry contributes to the marginalization of those under study. Findings suggest that cognitive approaches to understanding dyscalculia are neither in agreement, nor above scrutiny, and that social factors, co-morbid conditions and pedagogical approaches to mathematics instruction play a role in the emergence and remediation of dyscalculia. Ultimately, dyscalculia is explicated as a multidimensional phenomenon that raises important questions about how learning differences are approached and understood in educational research and practice."],"dc:identifier.uri":["https://hdl.handle.net/20.500.14721/27016"],"dc:language.iso":["en_ca"],"dc:publisher":["The University of Western Ontario"],"dc:subject":["dyscalculia","math","educational psychology","bricolage","narrative","critical","feminist"],"dc:title":["Voices Count: Employing A Critical Narrative Research Bricolage For Insights Into Dyscalculia"],"dc:type":["thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["M Ed"]},"updated_at":"2026-07-27T21:56:03Z"}