Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally
Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived...
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| Outros Autores: | , |
| Formato: | article |
| Idioma: | eng |
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2017
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| Texto completo: | https://doi.org/10.17645/si.v5i3.984 |
| País: | Portugal |
| Oai: | oai:ojs.cogitatiopress.com:article/984 |