Pathways to equitable and sustainable education through the inclusion of Roma students in learning mathematics

Javier Díez-Palomar, Ainhoa Flecha Fernández de Sanmamed, Rocío García-Carrión, Silvia Molina-Roldán

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)

Abstract

© 2018 by the authors. 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.
Original languageEnglish
Article number2191
JournalSustainability (Switzerland)
Volume10
Issue number7
DOIs
Publication statusPublished - 27 Jun 2018

Keywords

  • Education
  • Mathematics teaching and learning
  • Roma children
  • Social change
  • Sustainability
  • Transformative learning

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