Math Learning and Educational Inclusion of Nonacademic Adult Women Through Mathematics Dialogic Gatherings

• In Event: Moscone Center North Roundtable Session 10
  In Roundtable Session: Supporting Mathematical Learners Through Discourse

Abstract

Providing mathematic learning educational actions in dialogical environments represents an opportunity to favor educational inclusion. These spaces are especially relevant for adult women who do not attend school and do not have an academic qualification. This paper presents the findings derived from the study of Mathematics Dialogical Gathering (MDG); a successful educational action based on the principles of dialogical learning. The analysis focuses on adult women and the impact on the learning of mathematics derived from their participation in the MDG. Results show that women participants have transformed their attitudes towards mathematics and acquired skills and knowledge useful for the critical use of this science in their daily lives. In addition, they feel motivated to rejoin the academic life.

Authors

• Maria del Socorro Ocampo Castillo, Universitat de Barcelona

• Javier Diez-Palomar, Universitat de Barcelona

• Alfonso Rodríguez-Oramas, Instituto Natura (Mexico)