Education for sustainable development in mathematics education: what could it look like?

Li, Hui-Chuan; Tsai, Tsung-Lung

doi:10.1080/0020739x.2021.1941361

Cited by 12 publications

(27 citation statements)

References 31 publications

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“…Recently it has been suggested that sustainability and mathematics education remain largely disconnected from the reality of the classroom [31]. A change in pedagogical model is needed to address sustainability in the area of mathematics; in this sense, active pedagogies represent promising means to achieve this goal.…”

Section: Sustainability and Mathsmentioning

confidence: 99%

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

et al. 2022

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Active pedagogies and specifically cooperative learning have been described as effective tools for inclusion and educational equity, a key concept in objective 4 within the Sustainable Development Goals. The aim of this study was to test the temporal stability of a cooperative learning (CL) over two academic years and to analyse its effects on achievement in mathematics. The sample consisted of 6456 students enrolled in school in Spain, aged between 10 and 15 years. The results showed some consistency in the use of this methodology during two school years. Mathematics scores correlated positively with all elements of CL in each of the separate school years. However, logistic regression data showed a significant drop in mathematics. In contrast, during the same period, four of the five elements of CL correlated positively with the results.

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Section: Sustainability and Mathsmentioning

confidence: 99%

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

et al. 2022

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“…With an exception of Summer's (2020) exploration of how a sustainable primary mathematics education ought to be implemented [33], other works that intersect between sustainability and mathematics education usually concentrate around ESD instead of SLE, e.g., [34][35][36][37][38][39]. By suggesting concrete pedagogical initiatives to tackle primary students' challenges in learning mathematics, Summer (2020) demonstrated that quality education and competent teachers not only decrease their learning difficulties but also equip children with essential mathematical and critical thinking skills [33].…”

Section: Sustainable Learning In Mathematics Educationmentioning

confidence: 99%

Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms

Karjanto

Acelajado

2022

Sustainability

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To respond to global issues positively, education systems in higher education institutions play a significant role in empowering learners as well as promoting sustainable development goals. By implementing curricula that cultivate cross-cutting and transversal key competencies for sustainability, such as critical thinking, problem-solving, and collaboration, we prepare our pupils to become sustainability citizens, who not only sustain learning throughout their lives in various circumstances and across different disciplines but also engage constructively and responsibly toward any future world’s challenges through their dispositions, strategies, and skills. One such sustainable teaching methodology is known as the flipped classroom, an active-learning, student-centered, flexible, and multidimensional pedagogy. Our objective is to investigate the effect of such pedagogy on learners’ academic achievement and their attitude toward mathematics using both quantitative and qualitative methods. We cultivated sustainable learning in mathematics education for college freshmen (n=55) by exposing them to both the conventional teaching method (CTM) and flipped classroom pedagogy (FCP). By splitting them into control and experimental groups alternately (n1=24, n2=31) and by selecting the four most challenging topics in college algebra, we measured their cognitive gains quantitatively via a sequence of pre- and post-tests. The topics are factorization, rational expressions, radical operations, and applied problems. Both groups improved academically over time across all these four topics with statistically very significant outcomes (p<0.001). Although they were not always statistically significant (p>0.05) in some topics, the post-test results suggest that generally, the FCP trumps the CTM in cognitive gains, except for the first topic on factorization, where the opposite is true with a very statistically significant mean difference (p<0.001). By examining non-cognitive gains qualitatively, we analyzed the students’ feedback on the FCP and their responses to a perception inventory. The finding suggests a favorable response toward the FCP with primary improvements in the attitudes toward mathematics and increased levels of cooperation among students. Since these students are so happy to have control of their own learning, they were more relaxed, motivated, confident, active, and responsible in learning under the FCP. We are confident that although this study is relatively small in scale, it will yield incremental and long-lasting effects not only for the learners themselves but also for other role-takers in education sectors who aspire in nurturing sustainable long-life learning and achieving sustainable development goals successfully.

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“…According to [2], ESD implementation demands several things, including redesigning policies, curricula, pedagogy, and educational training. Adapting and integrating ESD into education systems is seen as one aspect of boosting quality education, and whole institution approaches (WIA) to sustainability are recommended by various studies [1,3,7,12]. However, "the consistent transfer of ESD into learning environments through whole system approaches within specific educational organizations remains a considerable challenge" [2].…”

Section: Introductionmentioning

confidence: 99%

Revitalizing Sustainability in Mathematics Education: The Case of the New Norwegian Curriculum

Tesfamicael,

Enge

2024

Education Sciences

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This paper aims to discuss the revitalization of education for sustainable development (ESD) in mathematics education, particularly in relation to mathematics curricula for grades 1–10, using the example of the new Norwegian curriculum, LK20, which came into effect at the beginning of the 2020 school year. Several studies in the past two decades have identified disengagement of sustainability learning (SL) within mathematics education and called for a change in the philosophy of mathematics education to integrate sustainability into the teaching and learning of mathematics. Using the qualitative content analysis method, we examined three types of documents: the core curriculum, the mathematics curriculum, and one Norwegian mathematics textbook series called Matemagisk. We find that sustainable development (SD) is one of the interdisciplinary issues addressed in LK20. Even though the mathematics curriculum does not explicitly incorporate terms such as ‘sustainability’ or ‘sustainable development’, indicating that mathematics and sustainability are unconnected, its six core elements—exploration and problem-solving, modeling and applications, reasoning and argumentation, representation and communication, abstraction and generalization, and mathematical fields of knowledge—provide opportunities for integrating sustainability learning (SL). On the other hand, looking at one of the mathematics textbook series, Matemagisk, for grades 4, 7, and 10, it appears that tasks that use sustainability contexts were included implicitly or explicitly, indicating another opportunity to facilitate sustainable learning. By including sustainability contexts in tasks and mathematical activities, it is possible to boost the process of embedding ESD in mathematics education without compromising content.

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Education for sustainable development in mathematics education: what could it look like?

Cited by 12 publications

References 31 publications

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms

Revitalizing Sustainability in Mathematics Education: The Case of the New Norwegian Curriculum

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