Sustainability and mathematical modelling in 5th grade

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15290

Keywords:

socio-critical perspectives, sustainability, primary education, pre-service teachers, mathematical modelling

Abstract

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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Published

2023-07-27

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier 1

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Copyright (c) 2023 Lisa Steffensen

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How to Cite

Steffensen, L. (2023). Sustainability and mathematical modelling in 5th grade. Prometeica - Journal of Philosophy and Science, 27, 241-251. https://doi.org/10.34024/prometeica.2023.27.15290