Is the sustainability of our world possible to relate it to mathematics education, in the classroom and / or in the training of mathematics teachers at any school level?
We do not think it's possible, but how? who have to know, what competences in sustainability (UNESCO 2030) will the present and future teachers of mathematics have to develop to make this possible? How should the trainers of porteachers ersores work these values and competences or trainings in the university classroom?
We do not think it's possible, but how? who have to know, what competences in sustainability (UNESCO 2030) will the present and future teachers of mathematics have to develop to make this possible? How can teachers' trainers and teachers of mathematics, or can we work these values and competences or training in the university classroom?
Of course, it is not about putting a new topic in our subjects, but to achieve it in the performance of the knowledge that current subjects have, when we dictate class or propose systems of tasks with certain methodological techniques of classroom.
They do? Are there teaching techniques that guarantee it? Is there a way to evaluate these competences unequivocally? What would be the indicators to be addressed and what would be the levels of achievement in each curricular sustainability competition, which we say in Spain (or substantivity as this issue is named by Latin America)
Its largely sustainable through both ways.Train the teachers and the students
Thanks Abiodun, but I do not understand the answer, in the sense of advancing on what was said, how to do it? What to do to verify it?
Hello José M Cardeñoso , Sorry if I got wrong, but I believe that the UNESCO 2030 gives the directions to the new perspective of education in this decade. In special it brings the concept that education has to be holistic, in other words, the interdisciplinarity should be the new perspective of the professor in the class room. In maths, for example, it will be necessary to bring the application of the subject into social and environmental aspects. It will be no longer accepting the use of maths without applicability or contextualization.
Well, first of all thank the answers
But, it really seems interesting to me to discuss the ways to achieve that curriculum sustainability or how we can call it, from the mathematical education.
In agreement that to teach mathematics in the vacuum is useless, so as it competes the companion one has to try, as the realistic mathematics preached, contextualize in the daily ones and problems of interest for the students, according to their age and level.
Now they also suggest interdisciplinarity, a question that if for example you work in basic education, it can be simple to achieve, sometimes even because the responsibility corresponds to the same person as tutor of a classroom group. If we go into the curriculum, in secondary school, the responsibility and cooperation depends more on the goodwill of the classmates than on the goodness of our integrative proposal of knowledge. And, if it is in the university, honestly, the possibilities of building teaching teams that converge interdisciplinarily is clearly almost impossible.
Possibly, we should overcome my fears, chat and discuss elements that are positive and facilitate these convergences.
I also believe, and from there ask for help to envision it, that even though we are alone with our subject, we should focus and pretend to develop those competences in sustainability. One way is to focus mathematical notions on socio-environmental or equivalent problems that illustrate the planetary problem, possibly through the technique of work by projects or by problems, more or less directed by the teacher, according to the student's autonomous work experience.
And what else comes to mind?
I look forward with great interest to your contributions
Thank you
Chema
I think some "ground rules" need to be defined anytime one talks about mathematics education - especially after k-12. Mathematics is somewhat unique in that it is a subject in its own right (pure mathematics) and expanding the knowledge in pure mathematics and it is a subject that has vast applications to science. In fact mathematics is the language of science. However, how a pure mathematician approaches his/her craft it different than how a scientist approaches mathematics required to address his problems.
Does this mean that mathematics should be presented in two different ways - one as pure mathematics and one as applied?
The scientist does not so much care about the underlying logical structure of pure mathematics but how it can help him/her formulate the problem so it can be addressed. On the other hand a pure mathematics could care less about applications but only on the underlying relationships between the structures of the mathematical object of his/her interest even if they may arise out of the sciences.
I would suspect that how one approaches education would be highly dependent on which mathematics one is approaching. For the applied mathematical/scientist interdisciplinary would be applicable. However, it should not be at the risk of eliminating mathematical rigor. After all, wrong or sloppy mathematics applied to a problem is not the right solution.
I expect the approach that works best gets down to which question you are trying to answer. How to best develop pure mathematicians or how to best develop the require mathematics to address the topic in science of interest.
Well, first of all thank the answers
I completely agree with Truman when he says that this approach depends on the epistemology of the mathematics we approach. The more "pure" they are, as in the faculty of mathematics, the more directly one can pose the problems that are the genesis of the theory object of teaching, as contents of a certain university subject.
When, on the other hand, it is the mathematics for the literacy of the future citizen of the 21st century, consequently there must be other problems and interpretations that have to be given to the answers, to acculturate the apprentice. This focus is possibly the one that most corresponds to the recommendations that Matheus reminds us of UNESCO itself. Although, from my point of view, it is necessary to agree on criteria to adapt them pedagogically to the teaching of each school level (obligatory in principle).
In levels of expectation of achievement, higher than the aforementioned literacy, we should clarify and share a characterization of school mathematical knowledge, with its underlying epistemology. It will not be the same mathematical knowledge, so it is something to discuss, together with its problems appropriate to the current social reality, do not you think?
But when the curriculum approaches the post-compulsory levels, it does not usually give teachers time to work all the mathematical contents that the official curriculum of the reference country sends them, and consequently, they say they can not make "slow" methodological adaptations like It can be work by projects and do a little work through problem solving. The problem is usually that these problems are alien to the visa and the interests of the apprentices, so traditional education is generalized. This teaching we suspect is not potentially rich to develop competencies in sustainability.
And, perhaps a prior question, what are these indicators of sustainability competencies? Do we know them and agree with them? Can you elaborate a trajectory of progression associated with school levels or school mathematical knowledge?
Thank you for any progress you consider and share
Chema
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