Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics
| dc.contributor.author | Díez Palomar, Francisco Javier | |
| dc.contributor.author | Flecha Fernández de Sanmamed, Ainhoa | |
| dc.contributor.author | García Carrión, Rocío | |
| dc.contributor.author | Molina Roldán, Silvia | |
| dc.date.accessioned | 2018-09-20T13:45:42Z | |
| dc.date.available | 2018-09-20T13:45:42Z | |
| dc.date.issued | 2018-06-27 | |
| dc.date.updated | 2018-09-20T13:45:43Z | |
| dc.description.abstract | 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' 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. | |
| dc.format.extent | 16 p. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.idgrec | 680981 | |
| dc.identifier.issn | 2071-1050 | |
| dc.identifier.uri | https://hdl.handle.net/2445/124722 | |
| dc.language.iso | eng | |
| dc.publisher | MDPI | |
| dc.relation.isformatof | Reproducció del document publicat a: https://doi.org/10.3390/su10072191 | |
| dc.relation.ispartof | Sustainability, 2018, vol. 10, num. 2191, p. 1-16 | |
| dc.relation.uri | https://doi.org/10.3390/su10072191 | |
| dc.rights | cc-by (c) Díez Palomar, Francisco Javier et al., 2018 | |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es | |
| dc.source | Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica) | |
| dc.subject.classification | Sostenibilitat (Ciències de la informació) | |
| dc.subject.classification | Ensenyament de la matemàtica | |
| dc.subject.classification | Canvi social | |
| dc.subject.other | Sustainability (Information science) | |
| dc.subject.other | Mathematics education | |
| dc.subject.other | Social change | |
| dc.title | Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics | |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion |
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