Adults development of discursive and instrumental processes in a prison context

In prison education settings, understanding how mathematical reasoning is reconstructed may contribute to the design of educational opportunities that support lifelong learning and educational re-engagement. The aim of this study was to characterise how adults with low levels of schooling in a prison context develop discursive and instrumental processes while engaging in mathematical learning. Seven interned adults enrolled in an Adult Basic Education Programme participated in a teaching experiment on the concept of symmetry. The data analysed were participants’ written responses to the initial and final questionnaires administered before and after the teaching experiment. The results revealed the uneven progression of the interaction between discursive processes and instrumental genesis. While most participants improved their use of specific vocabulary and their handling of tools, these developments were not always coordinated with conceptual understanding of symmetry. Some students successfully solved tasks through informal procedures without adequately justifying their reasoning, whereas others used mathematical terminology without demonstrating a full understanding of symmetry properties. The findings highlight the complex relationship between discourse, drawing tools use, and conceptual understanding. Furthermore, they suggest that mathematical learning in prison education can support adults’ re-engagement with educational practices and foster lifelong learning.