Mathematics education and social-environmental crises: an interdisciplinary proposal for didactic innovation with rural communities in Mexico

Solares-Rojas, Armando; Arellano-Aguilar, Omar; González, Moisés Martín García; López-Vargas, Rocío; Coles, Alf; Serrano, Alejandra Méndez

doi:10.1080/14794802.2022.2062781

Cited by 8 publications

(4 citation statements)

References 28 publications

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“…The focus of this project was on "waste" and one conclusion was that teachers found it hard to integrate mathematics into the interdisciplinary project, despite many opportunities. A similar finding could be interpreted in Solares-Rojas et al (2022), where mathematics played a small role in a rich inter-disciplinary project at primary level.…”

Section: The "What" Of a Socio-ecological Mathematics Teacher Educationsupporting

confidence: 69%

Towards a socio-ecological practice of mathematics teacher education

Coles

2023

AIEM

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This theoretical article is a response to UNESCO’s call for a new social contract for education, in the context of mathematics teacher education. The article sets out four principles behind “socio-ecological” practices in mathematics education: not taking nature as a fixed background for concerns; avoiding the epistemological error of taking the individual as the unit of learning; questioning what is centred in our work; moving towards a dialogic ethics. The article considers the “what” and the “how” of mathematics teacher education, from this socio-ecological perspective. In terms of the “how”, it is argued a dialogic ethics prompts attention to the potential for a mathematics teacher educator taking a “meta-perspective” in relationships with prospective teachers, recognising those prospective teachers as “teachers”, from the start of a teacher education course. In contexts where the “what” of mathematics teacher education is highly constrained, the “how” of socio-ecological practices may still be possible to enact.

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Section: The "What" Of a Socio-ecological Mathematics Teacher Educationsupporting

confidence: 69%

Towards a socio-ecological practice of mathematics teacher education

Coles

2023

AIEM

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“…modelling with an environmental focus (Gürbüz & Çalik, 2021;Johnsen-Høines, 2020;Jung et al, 2021;Solares-Rojas et al, 2022).…”

Section: Action and Modellingmentioning

confidence: 99%

Sustainability and mathematical modelling in 5th grade

Steffensen¹

2023

prometeica

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This research investigates how pre-service teachers aim to bring awareness of environmental sustainability while learning mathematical modelling to their 5th-grade students. Theoretical perspectives from socio-critical modelling research can involve engaging students in societal issues, including focusing on action. Thematic coding of a mandatory task by a group of pre-service teachers, where they design, implement, and reflect on a modelling activity during practicum, is used to analyse how they combine environmental and mathematical aims. The findings show that the pre-service teachers emphasise the authenticity of tasks and data, engage students in actions in littering, reflect on students’ critique of assumptions, and focus on the meaning-making of environmental numbers using students’ everyday language. Implications to teacher education suggest that teachers can combine focusing on environmental sustainability through mathematics education. Further, teacher education can support pre-service teachers and students in actions through socio-critical modelling activities.

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“…The application of didactic situations by utilizing technology can also help students to be able maintain perspectives in mathematical characteristics (Novita & Herman, 2021;Rasmussen, 2016;Santiago & Alves, 2021). Other research findings conducted by Solares-Rojas et al, (2022) showing the use of didactic proposals can help educators in designing mathematical learning construction activities, and can develop students' thinking skills in problem solving (Fonseca & Arezes, 2017). Based on several studies research that has been done conducted and showing positive effect, it has not been found research related to didactic proposals that refer to the IMO perspective supported by GeoGebra software.…”

Section: Introductionmentioning

confidence: 98%

Math for olympiad: a didactic proposal for high school from the perspective of the international mathematical olympiad

Santiago

Alves²

2022

JASME

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The concept of the International Mathematics Olympiad (IMO) in learning mathematics in the classroom is something that can inspire students by structuring didactic proposals. This study aims to present a didactic proposal from the perspective of the International Mathematics Olympiad , using digital technology, particularly the GeoGebra software to be included in the mathematics Olympiad discipline. For theoretical studies, the analysis of the mathematical elements of the structured images in the GeoGebra software and the identification of their properties is included, through the structuring of the Olympic teaching situation, which allows the subject to seek solutions to the posed mathematical problems. olympics and validating the teaching of geometry. This study describes the arrangements made to build Olympic math objects that will be applied by math teachers. The research methodology is based on bibliographic reviews from authors such as Alves, Santiago, Almouloud and Brousseau. It is proven that the GeoGebra software helps in the elaboration of mathematical examples and problem solving situations.

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Mathematics education and social-environmental crises: an interdisciplinary proposal for didactic innovation with rural communities in Mexico

Cited by 8 publications

References 28 publications

Towards a socio-ecological practice of mathematics teacher education

Towards a socio-ecological practice of mathematics teacher education

Sustainability and mathematical modelling in 5th grade

Math for olympiad: a didactic proposal for high school from the perspective of the international mathematical olympiad

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