Teacher-Student Interactions in Mathematical Modelling

A Critical Mathematics Education for Climate Change

“…Rather, they should be participants in the selection of problems, the mathematising of problems, the selection of data, the selection of mathematical tools, the construction of models, among other things. This principle is not, of course, specific to climate change, but is widely proposed in different forms in relation to a problem-solving approach to mathematics teaching (see, for example, Barbosa, 2007). Active participation in mathematics is a key principle that permits students to reflect on mathematics, as discussed in the final set of principles.…”

“…Mathematics cannot easily model the significance of disappearance, such as the extinction of species of fish or insects that result from warming oceans or changes in seasons. Mathematics can, to some extent, model fish or insect populations, but it cannot capture the tragedy of extinction: the loss of a creature, of its place in an ecosystem, of its missing beauty (Barbosa, 2007;Barwell, 2018;.…”

Mathematical Modelling in Education Research and Practice

“…Therefore, the negotiation space was established (Barbosa 2007). On the contrary, each presented arguments to support their views.…”

“…From the point of view of organization of activities, these spaces allow students, even in their first experience with modelling, to have authentic experiences (Barbosa 2007). Araújo and I.S.…”