Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain

Noelia Santamaría-Cárdaba; Cristina Martins; João Sousa

doi:10.29333/ejmste/10806

Full Text (PDF)

Noelia Santamaría-Cárdaba ¹ ^* , Cristina Martins ², João Sousa ²

More Detail

¹ Department of Sociology, Universidad de Valladolid, SPAIN
² Escola Superior de Educação, Centro de Investigação em Educação Básica, Instituto Politécnico de Bragança, PORTUGAL
^* Corresponding Author

Abstract

The global society in which we are immersed is facing the challenges set out in 2030 Agenda: Sustainable Development Goals (SDGs). This study focuses on whether mathematics teachers teach SDGs alongside with their subject in schools located in rural areas of Castilla and León (Spain). Specifically, this research aims to find out how teachers of mathematics with generalist training who teach in Primary Education (6-12) and teachers with more specific training who teach in Secondary Education and Baccalaureate (12-18) work with these aspects. The methodology used was quantitative, as an online questionnaire was used to collect the 150 responses that make up the sample for this study. The results show that teachers of mathematics at both educational levels should pay greater attention to the content linked to the SDGs within their subject.

Keywords

global citizenship education
sustainable development goals
mathematics teachers
primary education
secondary education
rural schools

License

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: Research Article

https://doi.org/10.29333/ejmste/10806

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 4, Article No: em1955

Publication date: 01 Apr 2021

Article Views: 555

Article Downloads: 266

Open Access References How to cite this article

References

Alsina, Á., & Calabuig, M. T. (2019). Vinculando educación matemática y sostenibilidad: implicaciones para la formación inicial de maestros como herramienta de transformación social [Linking mathematics education and sustainability: implications for initial teacher training as a tool for social transformation]. Revista de Educación Ambiental y Sostenibilidad-Journal of Environmental Education and Sustainability, 1(1), 1203-1203. https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2019.v1.i1.1203
Alsina, Á., & Mulà, I. (2019). Advancing towards a transformational professional competence model through reflective learning and sustainability: The case of mathematics teacher education. Sustainability, 11(15), 1-17. https://doi.org/10.3390/su11154039
Bongiorno, B., & Curbera, G. P. (2018). Giovanni Battista Guccia: Pioneer of International Cooperation in Mathematics. New York: Springer. https://doi.org/10.1007/978-3-319-78667-4
Boni, A., Belda-Miquel, S., & Calabuig, C. (2020). Educación para la ciudadanía global crítica [Critical Global Citizenship Education]. Madrid: Síntesis.
Bourn, D. (2015). The theory and practice of development education: A pedagogy for global social justice. New York: Routledge. https://doi.org/10.4324/9781315752730
Bourn, D. (2016). Global learning and the school curriculum. Management in Education, 30(3), 121-125. https://doi.org/10.1177/0892020616653178
Bourn, D. (ed.) (2020). The Bloomsbury handbook of Global Education and Learning. London: Bloomsbury.
Bourn, D., & Hunt, F. A. (2017). Review of Education for Sustainable Development and Global Citizenship Education in Teacher Education. Paris: UNESCO.
Bragg, S., Renold, E., Ringrose, J., & Jackson, C. (2018). ‘More than boy, girl, male, female’: exploring young people’s views on gender diversity within and beyond school contexts. Sex education, 18(4), 420-434. https://doi.org/10.1080/14681811.2018.1439373
Brown, G. R., & Alexandersen, K. (2020). Gender Equality and Gender Gaps in Mathematics Performance. Trends in cognitive sciences, 24(8), 591-593. https://doi.org/10.1016/j.tics.2020.06.002
Callejo, M. (2000). Educación matemática y ciudadanía: Propuestas desde los Derechos Humanos [Mathematics education and citizenship: Proposals from Human Rights]. Cuadernos de Sociedad y Educación-Notebooks on Society and Education, 12, 1‐36.
Cea, M. Á. (2001). Metodología cuantitativa: estrategias y técnicas de investigación social [Quantitative methodology: strategies and techniques of social research]. Madrid: Síntesis.
Chen, Y. S., & Wu, S. T. (2020). The acceptance of critical courses: A case study of a fair trade-related course. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100266. https://doi.org/10.1016/j.jhlste.2020.100266
David, M. E. (2015). Women and gender equality in higher education? Education Sciences, 5(1), 10-25. https://doi.org/10.3390/educsci5010010
Dieste, B., Coma, T., & Blasco-Serrano, A. C. (2019). Inclusión de los objetivos de desarrollo sostenible en el currículum de educación primaria y secundaria en escuelas rurales de Zaragoza [Inclusion of sustainable development goals in the primary and secondary education curriculum in rural schools in Zaragoza]. Revista Internacional de Educación para la Justicia Social-International Journal of Education for Social Justice, 8(1), 97-115. https://doi.org/10.15366/riejs2019.8.1.006
Dreyfus, T., Artigue, M., Potari, D., Prediger, S., & Ruthven, K. (Eds.). (2018). Developing research in mathematics education: Twenty years of communication, cooperation and collaboration in Europe. London: Routledge. https://doi.org/10.4324/9781315113562
Figueredo, V., & Ortiz, L. (2017). Formación inicial del profesorado para la inclusión de la diversidad cultural [Initial teacher training for the inclusion of cultural diversity]. Revista Digital de Investigación en Docencia Universitaria-Digital Journal of Research in University Teaching, 11(1), 38-61. https://doi.org/10.19083/ridu.11.529
Furinghetti, F. (2014). History of international cooperation in mathematics education. In Handbook on the history of mathematics education (pp. 543-564). New York: Springer. https://doi.org/10.1007/978-1-4614-9155-2_27
García-Medina, R., García-Fernández, J., & Moreno-Herrero, I. (2012). Estrategias de atención a la diversidad cultural en educación [Strategies for attention to cultural diversity in education]. Madrid: Catarata.
Grande, I., & Abascal, E. (2005). Análisis de encuestas [Survey analysis]. Madrid: ESIC.
Grossen, M., & Mirza, N. M. (2020). Talking about cultural diversity at school: dialogical tensions and obstacles to secondarisation. European Journal of Psychology of Education, 35(2), 243-264. https://doi.org/10.1007/s10212-019-00442-8
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1), 37-73. https://doi.org/10.2307/30034699
Hannaford, C. (1998). Mathematics teaching is democratic education. Zentralblatt für Didaktik der Mathematik, 98(6), 181-187. https://doi.org/10.1007/s11858-998-0008-0
Hartman, E., Paris, C. M., & Blache-Cohen, B. (2014). Fair trade learning: Ethical standards for community-engaged international volunteer tourism. Tourism and Hospitality Research, 14(1-2), 108-116. https://doi.org/10.1177/1467358414529443
Leirós, L., Ramírez, V., & Ochoviet, C. (2016). Leer el mundo a partir de recursos matemáticos: situaciones de injusticia social que afectan a niños y adolescentes [Reading the world from mathematical resources: situations of social injustice that affect children and adolescents]. In G. Buendía, V. Morfino, & C. Ochoviet (Eds.), Estrechando lazos entre investigación y formación en Matemática educativa [Strengthening ties between research and training in Educational Mathematics] (pp. 52-63). Uruguay: ANEP.
Lourenço, M. (2018). Cidadania global e integração curricular: desafios e oportunidades nas vozes de formadores de professores [Global citizenship and curriculum integration: challenges and opportunities in the voices of teacher educators]. Indagatio Didactica, 10(2), 9-27.
Martínez- Scott, S., Monjas, R., & Torrego, L. (2019). Development Education in European Rural Areas: The Work Done by NGODs. Iberoamerican Journal of Development Studies, 8(2), 70-85. https://doi.org/10.26754/ojs_ried/ijds.367
Mayorga, K. (2018). Igualdad de género en la educación superior en el siglo XXI [Gender equality in higher education in the 21st century]. Palermo Business Review, (18), 137-144.
McKay, D., & Perez, P. (2019). Citizen aid, social media and brokerage after disaster. Third World Quarterly, 40(10), 1903-1920. https://doi.org/10.1080/01436597.2019.1634470
Moriana, G. (2017). Gender equality education to prevent male violence against women. Cuestiones de género: de la igualdad y la diferencia, (12), 267-286. https://doi.org/10.18002/cg.v0i12.4810
MPE. (2013). Maths of the Planet Earth. Retrieved from http://www.mpe2013.org/
OCUVa. (2017). Analysis of Development Education in the European rural environment. Valladolid: OCUVa.
ONU. (2015). Transformar nuestro mundo: la Agenda 2030 para el Desarrollo Sostenible [Transforming our world: the 2030 Agenda for Sustainable Development]. https://unctad.org/meetings/es/SessionalDocuments/ares70d1_es.pdf
Pashby, K., Costa, M., Stein, S., & Andreotti, V. (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56(2), 144-164. https://doi.org/10.1080/03050068.2020.1723352
Pérez-Pérez, I. (2018). La Educación para el Desarrollo como compromiso para un Desarrollo Sostenible [Education for Development as a commitment to Sustainable Development]. XXXVII Seminario Interuniversitario de Teoría de la Educación-XXXVII Interuniversity Seminar on Theory of Education. Universidad de la Laguna, Tenerife.
Pezzetti, K. (2017). ‘I’m not racist; my high school was diverse!’ white preservice teachers deploy diversity in the classroom. Whiteness and Education, 2(2), 131-147. https://doi.org/10.1080/23793406.2017.1362944
Pykett, J., Cloke, P., Barnett, C., Clarke, N., & Malpass, A. (2010). Learning to be global citizens: the rationalities of fair-trade education. Environment and Planning D: Society and Space, 28(3), 487-508. https://doi.org/10.1068/d14908
Quintano, J., Ortega, S., Tejedor, M., & Ruiz, E. (2020). Análisis-diagnóstico de la Educación para el Desarrollo en contextos escolares rurales de un grupo de países europeos [Analysis-diagnosis of Education for Development in rural school contexts of a group of European countries]. Revista de fomento social-Social Development Magazine, (295), 265-284. https://doi.org/10.32418/rfs.2019.295.1549
Rizvi, A. A., Naqvi, M. A., & Batool, M. (2016). Cultural Diversity in Higher Education Benefits and Challenges. International Journal of Innovation in Teaching and Learning, 2(2), 1-11.
Rodríguez, J. E., Civeiro, A., & Navarro, R. (2017). Formación del profesorado de Educación Física en atención a la diversidad en educación primaria [Training of Physical Education teachers in attention to diversity in primary education]. Sportis-Sports, 3(2), 323-339. https://doi.org/10.17979/sportis.2017.3.2.1886
Santamaría-Cárdaba, N. (2020). Buscando la salida del laberinto: análisis de la definición de educación para el desarrollo [Looking for the exit of the labyrinth: analysis of the definition of education for development]. Educação e Pesquisa-Education and Research, 46, 1-17. https://doi.org/10.1590/s1678-4634202046220165
Serow, P. (2015). Education for sustainability in primary mathematics education. In N. Taylor, Q. Francis & C. Eames (Eds.), Educating for Sustainability in Primary Schools: Teaching for the Future (pp. 177-193). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6300-046-8_9
Sincer, I., Severiens, S., & Volman, M. (2019). Teaching diversity in citizenship education: Context-related teacher understandings and practices. Teaching and Teacher Education, 78, 183-192. https://doi.org/10.1016/j.tate.2018.11.015
Skovsmose, O., & Valero, P. (2012). Rompimiento de la neutralidad política: el compromiso crítico de la educación matemática con la democracia [Breaking Political Neutrality: Mathematics Education’s Critical Engagement with Democracy]. In P. Valero & O. Skovsmose (Eds.), Educación matemática crítica: Una visión socio-política del aprendizaje y enseñanza de las matemáticas [Critical Mathematics Education: A Socio-Political View of Mathematics Learning and Teaching] (pp. 25-61). Bogotá, Colombia: Ediciones Uniandes.
Skovsmose, O., Yasukawa, K., & Ravn, O. (2015). Scripting the World in Mathematics and its Ethical Implications. In P. Ernest & B. Siraman (Eds.), Critical Mathematics Education: Theory, Praxis and Reality (pp. 255-281). Charlotte, United States: Information Age Publishing, incorporated. (Cognition, Equity and Society: International Perspectives).
Sriraman, B. (2008). On the origins of social justice: Darwin, Freire, Marx and Vivekananda. In B. Sriraman (Ed.), International perspectives on social justice in mathematics education (pp. 1-10). Charlotte, NC: Information Age Publishing.
UNESCO. (2014). Global citizenship education: preparing learners for the challenges of the 21st century. Paris: UNESCO.
UNESCO. (2015). Global Citizenship Education: Topics and Learning Objectives. Paris: UNESCO.
Valero, P. (2018). Justicia social y educación matemática. Una exploración de la política cultural de la educación matemática en un tiempo de fragilidad de los ideales de la justicia, la igualdad, la equidad y la democracia [Social justice and mathematics education. An exploration of the cultural politics of mathematics education in a time of fragility of the ideals of justice, equality, equity and democracy]. RIPEM. Revista Internacional de Pesquisa em Educação Matemática-International Journal of Research in Mathematical Education, 8(3), 40-56. https://doi.org/10.12802/relime.13.1830
Valero, P., Andrade-Molina, M., & Montecino, A. (2015). Lo político en la educación matemática crítica: de la educación matemática crítica a la política cultural de la educación matemática [The political in critical mathematics education: from critical mathematics education to the cultural politics of mathematics education]. RELIME. Revista latinoamericana de investigación en matemática educativa-Latin American journal of research in educational mathematics, 3(18), 287-300.
Vanega, Y., & Giménez, J. (2016). Aprender a enseñar matemáticas y educar en ciudadanía [Learn to teach mathematics and educate in citizenship]. In M. Callejo & J. Goñi (Eds.), Educación matemática y ciudadanía-Mathematics education and citizenship (pp. 147-166). Barcelona: Graó.
Vargas, M. L., & Boni, A. (2017). La investigación colectiva para la transformación social hacia la ciudadanía global y el desarrollo sostenible [Collective research for social transformation towards global citizenship and sustainable development]. Revista Española de Desarrollo y Cooperación-Spanish Journal of Development and Cooperation, (41), 41-53.
Vladimirova, K., & Le Blanc, D. (2016). Exploring links between education and sustainable development goals through the lens of UN flagship reports. Sustainable Development, 24(4), 254-271. https://doi.org/10.1002/sd.1626
Xenofontos, C., Fraser, S., Priestley, A., & Priestley, M. (2020). Mathematics teachers and social justice: a systematic review of empirical studies. Oxford Review of Education, 1-17. https://doi.org/10.1080/03054985.2020.1807314

How to cite this article

APA

Santamaría-Cárdaba, N., Martins, C., & Sousa, J. (2021). Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), em1955. https://doi.org/10.29333/ejmste/10806

Vancouver

Santamaría-Cárdaba N, Martins C, Sousa J. Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain. EURASIA J Math Sci Tech Ed. 2021;17(4):em1955. https://doi.org/10.29333/ejmste/10806

AMA

Santamaría-Cárdaba N, Martins C, Sousa J. Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain. EURASIA J Math Sci Tech Ed. 2021;17(4), em1955. https://doi.org/10.29333/ejmste/10806

Chicago

Santamaría-Cárdaba, Noelia, Cristina Martins, and João Sousa. "Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 4 (2021): em1955. https://doi.org/10.29333/ejmste/10806

Harvard

Santamaría-Cárdaba, N., Martins, C., and Sousa, J. (2021). Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), em1955. https://doi.org/10.29333/ejmste/10806

MLA

Santamaría-Cárdaba, Noelia et al. "Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 4, 2021, em1955. https://doi.org/10.29333/ejmste/10806