Towards mathematics curriculum recontextualisation: developing a rhizocurrere with roma students

Abstract

Students out of mainstream like Roma students often face problems following the mathematics curriculum which is designed without taking into consideration them and this fact contributes to the reproduction of inequalities. This paper suggests indicatively due to the limited layout an activity in the direction of reconceptualization of the Mathematics curriculum through rhizomatic thinking. The aim of the rhizomatic inquiry is to avoid representationalism often inherent in qualitative research and to challenge the dichotomies apparent in Mathematics education. Roma students’ ideas on parallel and intersecting straight line sections become a smooth space for both knowledge consolidation and application of mathematical knowledge in contexts that allow the restoration of social justice and honor movements against marginalization softening, thus, power relations.