Open AccessHow exclusion, inequality, curriculum and the teacher's expectations influence the learning of school mathematics
Author(s) -
Jorge Harvey Rincón Castillo,
María Falk de Losada
Publication year - 2020
Publication title -
visión electrónica/visión electrónica
Language(s) - English
Resource type - Journals
eISSN - 2248-4728
pISSN - 1909-9746
DOI - 10.14483/22484728.16727
Subject(s) - curriculum , equity (law) , mathematics education , inclusion (mineral) , flexibility (engineering) , inequality , pedagogy , psychology , sociology , mathematics , political science , social psychology , law , mathematical analysis , statistics
This article discusses about the researches that highlighting the importance of inclusion, equity, curriculum flexibility, and teacher expectations for the motivation and academic outcomes from the students. The analysis is based on the literature in which it found the foundations for understanding and describing how these components interrelate and intervene directly in the mathematics learning.