Disabled students have historically been dehumanized in education, generally, and in research and practice related to school mathematics (K–12), particularly. Typically, they are only offered access to low-rigor school mathematics emphasizing rote procedures and narrow skills, often segregated physically and socially from their nondisabled peers. Educators are crucial to the humanization of disabled students via anti-ableist and antiracist work toward systemic transformation. The purpose of this review is to take stock of the current knowledge base of educator and disability research concerning school mathematics, recommending directions for humanizing future research and practice. Through a humanizing mathematics education lens, we analyze 61 articles involving educators, disabilities, and school mathematics published during the decade between 2007 and 2016. Results of our analysis point to not only the continued perpetuation of dehumanizing approaches and positioning but also substantial shifts toward humanization in mathematics education for disabled students. Over half of the studies reflected humanizing shifts. Yet, overwhelmingly, studies continue to avoid meaningful intersectional considerations of race and disability.

残疾学生历来在教育中普遍被非人化，尤其是在与学校数学（K-12）相关的研究和实践中。通常情况下，他们只能获得低严格的学校数学，强调死记硬背的程序和狭隘的技能，通常在身体和社交上与他们的非残疾同龄人隔离开来。教育者通过反能力主义和反种族主义工作实现系统转型，对残疾学生的人性化至关重要。本综述的目的是盘点当前有关学校数学的教育者和残疾研究的知识库，为未来的研究和实践人性化提出方向。通过人性化的数学教育镜头，我们分析了 61 篇涉及教育工作者、残疾、和 2007 年至 2016 年十年间出版的学校数学。我们的分析结果表明，不仅非人性化方法和定位的持续存在，而且在残疾学生的数学教育中也发生了向人性化的重大转变。超过一半的研究反映了人性化的转变。然而，绝大多数研究继续避免对种族和残疾进行有意义的交叉考虑。