Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain

Abstract

The global society in which we are immersed is facing the challenges set out in 2030 Agenda: Sustainable Development Goals (SDGs). This study focuses on whether mathematics teachers teach SDGs alongside with their subject in schools located in rural areas of Castilla and León (Spain). Specifically, this research aims to find out how teachers of mathematics with generalist training who teach in Primary Education (6-12) and teachers with more specific training who teach in Secondary Education and Baccalaureate (12-18) work with these aspects. The methodology used was quantitative, as an online questionnaire was used to collect the 150 responses that make up the sample for this study. The results show that teachers of mathematics at both educational levels should pay greater attention to the content linked to the SDGs within their subject.

Integrating Sustainable Development Principles in Learning Mathematics to Stimulate Sustainable Skills in Future Generations

“…This lack of preparation is compounded by the fact that teachers lack the necessary tools to integrate sustainable education into mathematics lessons. Furthermore, other studies also indicate that teachers in elementary, middle, and high schools do not pay specific attention to SDGs content in mathematics education (Santamaría-Cárdaba et al, 2021). For example, in thematic learning in elementary schools, teachers struggle to apply thematic learning, especially in mathematics (Khatimah et al, 2019).…”