Sustainability Education: The What and How for Mathematics

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“…In the literature, there are some studies that connect sustainability and mathematics teaching (e.g., Barwell, 2018;Gutstein, 2007;Hamilton & Pfaff, 2014;Serow, 2015;Steffensen, Hansen, & Hauge, 2016). For instance, Gutstein (2007) brought a different perspective to mathematics education and he demonstrated how social justice could be integrated into mathematics classes.…”

“…In addition to the social aspects of sustainability, there are examples indicating how to integrate environmental aspects of sustainability into mathematics teaching. Hamilton and Pfaff (2014) presented several examples. The authors described real-life examples related to sustainability that can be used in both calculus and statistics courses.…”

“…They asked their students to examine yearly changes on glaciers in Antarctica or oil consumption rates around the world and how it changed over the years. Students used these data to create meaningful curves and analyzed these curves with calculus tools (Hamilton & Pfaff, 2014). Similarly, Serow (2015) suggested math subjects, such as numbers, statistics, patterns, geometry and algebra, which could be linked to sustainability topics.…”

Middle School Pre-Service Mathematics Teachers’ Opinions related to Mathematics Education for Sustainability

“…In these two curricula, it is emphasized that while exploring sustainability issues, mathematics teachers can develop students' skills to investigate data, evaluate and communicate findings and make predictions based on these findings (Serow, 2015). Hamilton and Pfaff (2014) noted that sustainability topics could provide entry points while teaching mathematics, such as learning statistics, through extreme weather events and income distributions. Mathematics education can make contributions to understanding and responding to environmental issues (Barwell, 2018).…”

Sustainability Competencies in STEM Education at Secondary Schools: A Systematized Literature Review

“…For instance, for the Level 2 Context: student community schools/county state, we found that students explored concepts such as sustainable energy supplies, water quality and purification [51] within their communities. In contrast, the resources classification for Level 3 Global context-Countries, students explored water and energy resources in a global perspective [28]- [54], [55], [30]. In Level 4 Planetary boundaries, the students explore concepts in a broader perspective, in some cases in the level of a planet [49] [50].…”