Mathematics teachers' creativity for fostering inclusion and preventing early school leaving
Résumé
In this paper we investigate mathematics teachers' creativity in offering problematising activities and promoting inclusion 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 particular questions, we outline the perceptions of these teachers on the sources of their educational creative work, identifying peculiarities and communalities. In particular, a common intention to achieve citizenship education objectives emerges.
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