Design principles for mathematics education in prison: an exploratory study

Abstract

Design of inclusive educational contexts can be applied in unusual contexts such as prison, a multi-complexity context addressed by teachers whenever they have to design teaching materials and conduct classroom activities. Teaching in prison needs specific reflections on the context and the socio-economic and cultural backgrounds of students, to imagine more effective practices in accessibility, participation, and success. This is especially necessary for subjects like mathematics, a potential gatekeeper for future studies or job position, but also a necessary skill in contemporary social and working life.

This contribution presents the results of an exploratory research on mathematics education in prison, aimed at reflecting with teachers on their practices and at introducing mutually agreed, verified and re-discussed improvements, later translated into design principles for future educational design research. Four design principles are identified and presented.