In this paper we investigate mathematics teachers’ creativity in designing activities promoting inclusion, mathematics understanding and wellness for fostering motivation and positive attitude toward school in territories with worrying dropout rates. This is an initial study in which we interviewed four teachers working in this kind of territories and very active in designing and implementing inclusive and visionary mathematics activities. From the analysis of the answers to two questions, we outline the beliefs of these teachers on the sources of th eir educational designing work, identifying peculiarities and communalities.

Mathematics teachers’ creativity for fostering inclusion and preventing early school leaving.

Carotenuto Gemma;Coppola Cristina;
In corso di stampa

Abstract

In this paper we investigate mathematics teachers’ creativity in designing activities promoting inclusion, mathematics understanding and wellness for fostering motivation and positive attitude toward school in territories with worrying dropout rates. This is an initial study in which we interviewed four teachers working in this kind of territories and very active in designing and implementing inclusive and visionary mathematics activities. From the analysis of the answers to two questions, we outline the beliefs of these teachers on the sources of th eir educational designing work, identifying peculiarities and communalities.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4811394
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