Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics

Autor: Javier Díez-Palomar, Ainhoa Flecha Fernández de Sanmamed, Silvia Molina Roldán, Rocío García-Carrión
Přispěvatelé: Universitat de Barcelona
Jazyk: angličtina
Rok vydání: 2018
Předmět:
media_common.quotation_subject
Geography
Planning and Development
TJ807-830
Transformative learning
Management
Monitoring
Policy and Law
Roma children
TD194-195
Renewable energy sources
Education
mathematics teaching and learning
0502 economics and business
Pedagogy
GE1-350
Citizenship
media_common
Sustainable development
Sostenibilitat (Ciències de la informació)
education
Ensenyament de la matemàtica
Environmental effects of industries and plants
Renewable Energy
Sustainability and the Environment
05 social sciences
Social change
social change
050301 education
sustainability
Canvi social
Mathematics education
Disadvantaged
Environmental sciences
Sustainability
transformative learning
Mathematics teaching and learning
0503 education
Inclusion (education)
050203 business & management
Sustainability (Information science)
Zdroj: Sustainability, Vol 10, Iss 7, p 2191 (2018)
Dipòsit Digital de Documents de la UAB
Universitat Autònoma de Barcelona
Sustainability
Volume 10
Issue 7
Dipòsit Digital de la UB
Universidad de Barcelona
Recercat. Dipósit de la Recerca de Catalunya
instname
ISSN: 2071-1050
Popis: Education is a key feature in the development of an agenda for a sustainable world. Education usually is associated with developing a responsible and ethical citizenship, aware of the main challenges for a sustainable development. Mathematics used to play a role as gatekeeper to achieve good educational performance. This article explores six case studies of Roma developing successful learning stories in learning mathematics. We identify five main characteristics in their educational trajectories that may explain Roma students&rsquo
success in the school. This article moves forward previous studies characterizing Roma cultural features of mathematics learning, reporting stereotypes towards Roma in school. We conclude that in order to promote educational inclusion, successful stories may inform effective educational programs that, ultimately, may lead towards a sustainable education, including students from the most disadvantaged groups, as in the case of the Roma people.
Databáze: OpenAIRE
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