Vol. 25 No. 4 (2023): Enseignement des mathématiques aux personnes historiquement marginalisées dans le contexte scolaire
The articles presented in this volume consider the mathematics teaching and learning processes of historically marginalized people in the school context; implications of practices and theories that involve inclusion for the curriculum, planning, and for assessment; development of theoretical frameworks focused on the construction and deconstruction of concepts such as disability, difference, equality, equity, and social justice; and discussions of public policies in and for Inclusive Mathematics Education.
Published:
2023-12-23
