TEACHING AND LEARNING MATH IN PRISON: A SYSTEMATIC REVIEW

Authors

• Giulia De Rocco, Alma Mater Studiorum - University of BolognaFollow
• Enrico Angelo Emili, Università degli Studi di Urbino Carlo BoFollow
• Elisa Miragliotta, Università di PaviaFollow
• George Richard Paul Santi, Università di PaviaFollow
• Alessia Muratori, Università degli Studi di Urbino Carlo BoFollow

Author ORCID Identifier

0009-0008-5134-0263

Keywords

Mathematics education, prison, inclusion, Universal Design for Learning, beliefs

Abstract

The paper presents the first results of a systematic review of the literature on mathematics teaching and learning in prison. The paper explores, through a systematic review based on the PRiSMA method, the state of the art on the mathematics teaching-learning in prisons, focusing on theoretical frameworks that identify good educational practices, the role of affective aspects, the focus on inclusiveness and accessibility. The study is part of the LeMP project, 'Learning Math in Prison', which aims at exploring the conditions of mathematics teaching-learning in a prison context.

Author Bio

Giulia De Rocco is a research fellow in Special Pedagogy at the University of Bologna, focusing on inclusive education, prison pedagogy, and gender issues.

Enrico Angelo Emili is an associate professor at the University of Urbino, specializing in special education and teacher training.

Elisa Miragliotta is a researcher at the University of Pavia, specializing in geometry thinking, spacial reasoning, and the use of technology in mathematics education.

Alessia Muratori is a PhD student at the University of Urbino, focusing on special education, inclusive mathematics education and primary teacher education.

George Santi is an associate professor at the University of Pavia, with expertise in semiotics and mathematical thinking and learning, teacher education and inclusion.

DOI

https://doi.org/10.25771/p1g8-cw96