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            <title xml:lang="en">Not just threats and weaknesses: Seeking opportunities for the teaching/learning of mathematics in prison schools</title>
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                <forename type="first">Federica</forename>
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            <idno type="halRefHtml">&lt;i&gt;Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)&lt;/i&gt;, Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy</idno>
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                <title xml:lang="en">Not just threats and weaknesses: Seeking opportunities for the teaching/learning of mathematics in prison schools</title>
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                    <forename type="first">Federica</forename>
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                    <surname>Maffia</surname>
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                    <forename type="first">Luca</forename>
                    <surname>Decembrotto</surname>
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                    <surname>Manzoni</surname>
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                  <title>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</title>
                  <date type="start">2025-02-04</date>
                  <date type="end">2025-02-08</date>
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                  <biblScope unit="volume">TWG07: Mathematics for Work, Society and Personal Development: Lifelong Learning</biblScope>
                  <biblScope unit="issue">9</biblScope>
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                <term xml:lang="en">mathematics teachers</term>
                <term xml:lang="en">SWOT analysis</term>
                <term xml:lang="en">data-driven categories</term>
                <term xml:lang="en">theory-driven categories</term>
                <term xml:lang="en">Prison education</term>
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              <p>&lt;div&gt;&lt;p&gt;Scientific literature about teaching/learning mathematics within the context of schools in prison is very scarce. Framed by Educational Design Research, the Learning Math in Prison project started with an exploration phase of the context, realised together with Italian mathematics teachers in prison schools. The analysis conducted till now pointed out several categories of characteristics of the process of teaching/learning mathematics in Italian prisons. With the desire to better understand the nature of this process, more than listing and defining these categories is required. In this contribution, we wonder what the relationships between these characteristics are, focusing on some of them in particular. Alongside several weaknesses relating to the specific context, mathematics teachers identify particular opportunities that may prove helpful to support design principles for mathematical tasks within the prison context.&lt;/p&gt;&lt;/div&gt;</p>
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