Learning Mathematics in an Inclusive and Open Environment: An Interdisciplinary Approach

Abstract

In this article, we present the first results of the project OPEN-MATH. The research project aims at acknowledging the need for learning environments with differentiation strategies for all. We developed a model for inclusive mathematics learning, based on the Theory of Objectification and a broad idea of differentiation realized through Open Learning. It poses an interdisciplinary research issue that requires the collaboration of two sub-disciplines pertaining to the area of educational studies: Inclusive Education and Mathematics Education. The results we present here are related to the dialogue between theory and practice, whose outcome is a teaching and learning model for inclusion in mathematics. The construction of the teaching and learning model moves along two complementary paths: (1) concerning the theoretical point of view, we implemented connecting theory strategies to network Open Education and the Theory of Objectification; (2) concerning the methodological point of view, we implemented Educational Design Research. The new teaching–learning model is the result of theoretical and methodological validation in real contexts according to an interdisciplinary approach. This study shows the strengths of interdisciplinary research for the pursuit of inclusive mathematics and high standards of learning.

Domain-Specific Stimulation of Executive Functioning in Low-Performing Students with a Roma Background: Cognitive Potential of Mathematics

“…Possible inspiration could be taken from the ideas in the OPEN-MATH project, a conceptual framework for inclusion in mathematics. At the core of the inclusive frameworks lies the dialectics between two facets: social interaction and individual self-determination [75].…”

Use and Knowledge of ICTs in Inclusive Education at Educational Levels

“…The sign language that tries to impose itself in the media with a specialist who acts as a translator in the state channel and other individuals to encourage other media to incorporate it, as well as the dissemination in social networks with images of sign language, so many teachers are motivated and encourage their use of sign language inside and outside their classrooms; teachers know about ICT (Apps and Software) that help students to make use of these applications and be able to "hear" the classes and other applications are part of their training in their inclusive education, so it is easy to teach students with hearing problems and all this thanks to the implementation of ICT in social networks are already easily accessible, free and friendly, all this thanks to interdisciplinary research that seek high standards of learning in students with special abilities [22].…”

“…Educational inclusion has been occurring after the Salamanca Statement in 1994, despite the lack of progress in practical advances that have been given only theories to be enhanced as Sweden did using inclusion in the classroom at the school level [21]. Inclusion also affected mathematics with the OPEN-MATH project where inclusive learning is developed for mathematics with open learning theories and objectification theory with ideas of differentiating and participating in mathematical and integrated education, whose results are theoretically and methodologically significant within an interdisciplinary approach [22], the exclusion of children with special abilities in Africa is permanent due to the presence of barriers that do not allow the practice of human rights because of attitudes of stereotypes and discrimination for lack of encouraging educational inclusion, to achieve seek effectiveness and international intervention and encourage the practice of inclusion in educational institutions [23].…”

Green STEM to Improve Mathematics Proficiency: ESA Mission Space Lab

“…An active field of educational research is how to improve mathematics education through real-world problems and STEM Education [57][58][59][60][61]. Systematic research reviews do not recognize Green STEM, i.e., the intersection between STEM and Environmental Education, as a major trend [8,15,[62][63][64][65].…”