Integrating sustainability in mathematics education and statistics education: A systematic review
Claudia Vásquez 1 * , Ángel Alsina 2 , María José Seckel 3 , Israel García-Alonso 4
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1 Pontificia Universidad Católica de Chile, Santiago, CHILE2 Universidad de Girona, Girona, SPAIN3 Universidad Católica de la Santísima Concepción, Concepción, CHILE4 Universidad de La Laguna, La Laguna, SPAIN* Corresponding Author

Abstract

If we are to understand and address today’s social, environmental and economic crises through education, we must introduce education for sustainable development (ESD) into classrooms and approach it from an integrated perspective. In so doing, this study aims to provide an overview of the current status of the still-emerging research agenda on the integration of ESD into mathematical education and statistical education. To this end, we conducted a systematic review of Scopus and Web of Science databases of theoretical and research articles published between 2010 and May 2023. In total, 32 studies were identified, conducted mostly in Europe, followed by South America, which mainly address teacher training. The results suggest that mathematics education and statistics education are an effective means of providing education focused on ESD, but that teachers still have limited knowledge and resistant attitudes. Therefore, initial and ongoing training must move towards characterizing proposals that provide examples and involve teachers in response to this challenge.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 11, November 2023, Article No: em2357

https://doi.org/10.29333/ejmste/13809

Publication date: 01 Nov 2023

Online publication date: 19 Oct 2023

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Article Downloads: 984

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