Training in Mathematics Education from a Sustainability Perspective: A Case Study of University Teachers’ Views

Francisco Manuel Moreno-Pino; Rocío Jiménez-Fontana; José María Cardeñoso Domingo; Pilar Azcárate Goded

doi:10.3390/educsci12030199

journal article Open Access Mar 11, 2022

Training in Mathematics Education from a Sustainability Perspective: A Case Study of University Teachers’ Views

Francisco Manuel Moreno-Pino

Rocío Jiménez-Fontana

José María Cardeñoso Domingo

Pilar Azcárate Goded

Education Sciences Vol. 12 No. 3 pp. 199 · MDPI AG

View at Publisher Save 10.3390/educsci12030199

Abstract

Humankind is faced with major global challenges to ensure the future of our planet. Target 4.7 of Sustainable Development Goal 4 (quality education) of the 2030 Agenda establishes the importance of ensuring that all learners acquire the theoretical and practical knowledge needed to promote sustainable development through education for sustainable development, human rights, gender equality, and global citizenship, amongst others. The research presented in this article is based on an exploratory study on the views of a group of university teachers from the area of Didactics of Mathematics in the Faculty of Education Sciences at Universidad de Cádiz with regard to Education for Sustainability and its integration in the field of training future teachers in mathematics education. It aims to analyse the perceptions teachers have regarding the subject of study, the work methodologies they use, etc. in greater depth. The authors of the research later interviewed three teachers in the area of Didactics of Mathematics who teach in different education degrees: bachelor’s degree in early childhood education, bachelor’s degree in primary education, and master’s degree in teacher training for compulsory secondary education and baccalaureate. Three instruments were used to collect data: the syllabi of the subjects for which the teachers were responsible, an initial exploratory questionnaire, and a semi-structured personal interview. The instrument employed to analyse the information was the Tool for Methodological Analysis through Sustainability (Herramienta de Análisis Metodológico desde la Sostenibilidad, HAMS in Spanish). The results show the different views and positions the university teachers in the area of Didactics of Mathematics at Universidad de Cádiz have with respect to integrating sustainability into future teachers’ training in mathematics education. It is concluded that the effective integration of sustainability into mathematics education requires university teachers to change and to work together from the same perspective—the one they intend to promote.

Topics

No keywords indexed for this article. Browse by subject →

References

51

[1]

National Council of Teachers of Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics, NCTM.

[2]

Fajardo, O.N., and Ciordia, J.V. (2014). Historia de la Educación: De la Grecia Clásica a la Educación Contemporánea, Librería Dykinson.

[3]

Novo "Educación Ambiental y Ciudadanía Planetaria" Rev. Eureka (2010) 10.25267/rev_eureka_ensen_divulg_cienc.2010.v7.iextra.03

[4]

"La Función Social de la Enseñanza de la Matemática desde la Matemática-Cotidianidad-y Pedagogía Integral" Rev. Eleuthera (2016) 10.17151/10.17151/eleu.2016.15.3

[5]

Navarrete "Dimensión Ética de la Sostenibilidad Curricular en el Sistema de Evaluación de las Aulas Universitarias. El Caso de la Enseñanza Aprendizaje de las Ciencias" Rev. Eureka (2015) 10.25267/rev_eureka_ensen_divulg_cienc.2015.v12.i3.11

[6]

Radford, L., Schubring, G., and Seeger, F. (2008). The Ethics of Being and Knowing: Towards a Cultural Theory of Learning. Semiotics in Mathematics Education: Epistemology, History, Classroom, and Culture, Sense Publishers. 10.1163/9789087905972

[7]

Radford "Sujeto, Objeto, Cultura y la Formación del Conocimiento" Rev. Educ. Mat. (2000)

[8]

Radford, L. (2013, January 6–8). Sumisión, Alienación y (un poco de) Esperanza: Hacia una Visión Cultural, Histórica, Ética y Política de la Enseñanza de las Matemáticas. Proceedings of the I Congreso de Educación Matemática de América Central y el Caribe, Santo Domingo, República Dominicana.

[9]

Radford "De la Teoría de la Objetivación" Rev. Latinoam. Etnomat. Perspect. Sociocult. Educ. Mat. (2014)

[10]

Radford, L., and Lasprilla, A. (Rev. Investig. Y Desarro. En Educ. Mat., 2022). La Ética en la Enseñanza-Aprendizaje de las Matemáticas, Rev. Investig. Y Desarro. En Educ. Mat., in press.

[11]

Bybee "Planet Earth in Crisis: How Should Science Educators Respond?" Am. Biol. Teach. (1991) 10.2307/4449248

[12]

Ryan, A., and Tilbury, D. (2013). Flexible Pedagogies: New Pedagogical Ideas, The Higher Education Academy. Available online: https://www.heacademy.ac.uk/sites/default/files/resources/npi_report.pdf.

[13]

Aznar "Competencias Básicas para la Sostenibilidad: Un Análisis desde el Diálogo Disciplinar" Bordón. Rev. Pedag. (2014)

[14]

Key competencies in sustainability: a reference framework for academic program development

Arnim Wiek, Lauren Withycombe, Charles L. Redman

Sustainability Science 2011 10.1007/s11625-011-0132-6

[15]

Skovsmose, O. (1994). Towards a Philosophy of Critical Mathematics Education, Kluwer. 10.1007/978-94-017-3556-8

[16]

Junyent "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views" Sustainability (2015) 10.3390/su7032768

[17]

CRUE (2022, January 31). Directrices Para la Introducción de la Sostenibilidad en el Currículum. Available online: https://www.crue.org/wp-content/uploads/2020/02/Directrices_Sosteniblidad_Crue2012.pdf.

[18]

Sègalas, J., and Sánchez-Carracedo, F. (2022, January 31). The EDINSOST Project: Improving Sustainability Education in Spanish Higher Education. Available online: https://upcommons.upc.edu/bitstream/handle/2117/176645/ERSCP_2019_published.pdf?sequence=1&isAllowed=y.

[19]

Sureda "Analysis of Sustainability Presence in Spanish Higher Education" Int. J. Sustain. High. Educ. (2020) 10.1108/ijshe-10-2019-0321

[20]

Moreno-Pino, F.M., Jiménez-Fontana, R., Cardeñoso Domingo, J.M., and Azcárate Goded, P. (2021). Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education. Sustainability, 13. 10.3390/su13105629

[21]

Varga, A., Breiting, S., Mayer, M., and Morgersen, F. (2007). Educació per al Desenvolupament Sostenible: Tendències, Divergències i Criteris de Qualitat, Graó.

[22]

Santana "Fundamentos para la Investigación Social" Reis (2014)

[23]

Fourez, G. (2008). Cómo se elabora el Conocimiento, Narcea.

[24]

Denzin, N.K., and Lincoln, Y.S. (2005). Qualitative Case Studies. The Sage Handbook of Qualitative Research, Sage. [3rd ed.].

[25]

Igartua, J.J. (2007). Métodos Cuantitativos de Investigación en Comunicación, Bosch.

[26]

Izard, J.F.M. (2010). Técnicas de Encuesta: Cuestionario y Entrevista. Principios, Métodos y Técnicas Para la Investigación Educativa, Dykinson.

[27]

Likert "A technique for the measurement of attitudes" Arch. Psychol. (1932)

[28]

Moreno-Pino, F.M., and Jiménez-Fontana, R. (2021). Estudio Exploratorio de la Visión del Profesorado Universitario en relación a la Educación para la Sostenibilidad: La Formación en Educación Matemática. Metodologías Activas con Tic en la Educación del Siglo XXI, Dykinson.

[29]

Vallés-Martínez, M.S. (2014). Las Entrevistas Cualitativas en Perspectiva Histórica. Cuadernos Metodológicos, Centro de Investigaciones Sociológicas.

[30]

Arias, G. (2015). La Ambientalización Curricular en las Humanidades: El caso de la Universidad Madrileña. [Ph.D. Thesis, Universidad Carlos III de Madrid].

[31]

Calabuig, T. (2016). Connexions Entre Educació Matemàtica i Educació per a la Sostenibilitat: Definició d´un Perfil de Mestre de Matemàtiques. [Ph.D. Thesis, Universitat de Girona].

[32]

García-González, E. (2016). Análisis de la Presencia de los Principios de Sostenibilidad en Propuestas Metodológicas Universitarias. Estudio de Propuestas Concretas en la Universidad de Cádiz. [Ph.D. Thesis, Universidad de Cádiz]. 10.14201/16710

[33]

"HAMS: Una Herramienta para el Análisis de la Actividad Metodológica del Profesorado Universitario desde los Principios de Sostenibilidad y Complejidad" Rev. Espac. (2018)

[34]

Mora, W.M. (2011). La Inclusión de la Dimensión Ambiental en la Educación Superior: Un Estudio de Caso en la Facultad de Medio Ambiente de la Universidad Distrital en Bogotá. [Ph.D. Thesis, Universidad de Sevilla].

[35]

Lizarzaburu "Validez Interna y Externa de la Investigación Cualitativa" Rev. Contrib. A Las Cienc. Soc. (2015)

[36]

Bardin, L. (1996). Análisis de Contenido, Akal.

[37]

Martín, S.N. (2010). Análisis de Contenido y Textual de Datos Cualitativos. Principios, Métodos y Técnicas Esenciales para la Investigación Educativa, Dykinson.

[38]

Brundtland, G.H. (2022, January 31). World Commission on Environment and Development: Our Common Future. Available online: http://www.un-documents.net/our-common-future.pdf.

[39]

Alsina "Vinculando Educación Matemática y Sostenibilidad: Implicaciones para la Formación Inicial de Maestros como Herramienta de Transformación Social" REAyS (2019) 10.25267/rev_educ_ambient_sostenibilidad.2019.v1.i1.1203

[40]

Giroux, H.A. (1989). Schooling for Democracy: Critical Pedagogy in the Modern Age, Routledge.

[41]

Cebotarev "El Enfoque Crítico: Una Revisión de su Historia, Naturaleza y algunas Aplicaciones" Rev. Latinoam. Cienc. Soc. Niñez Juv. (2003)

[42]

Quintanilla "Interpretación Ética a través del Diálogo en Matemáticas" UNO-Rev. Didact. Mat. (2021)

[43]

Paterson "Sustainability on Campus: Knowledge Creation through Social and Environmental Reporting" Stud. High. Educ. (2018) 10.1080/03075079.2017.1289506

[44]

"La Modelización Matemática de Problemas en la Práctica Educativa: Una Oportunidad para la Formación en Sostenibilidad" UNO-Rev. Didact. Mat. (2022)

[45]

Mathematics Applied to the Economy and Sustainable Development Goals: A Necessary Relationship of Dependence

Matilde Lafuente-Lechuga, Javier Cifuentes-Faura, Úrsula Faura-Martínez

Education Sciences 10.3390/educsci10110339

[46]

Zamora-Polo, F., and Sánchez-Martín, J. (2019). Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a change-maker University. Sustainability, 11. 10.3390/su11154224

[47]

Seckel "Sistema de Creencias de los Futuros Maestros sobre Educación para el Desarrollo Sostenible en la clase de Matemática" Rev. Uniciencia (2020)

[48]

Sánchez-Carracedo, F., Romero-Portillo, D., Sureda, B., and Moreno-Pino, F.M. (Int. J. Sustain. High. Educ., 2021). Education for Sustainable Development in Spanish Higher Education: An Assessment of Sustainability Competencies in Engineering and Education Degrees, Int. J. Sustain. High. Educ., in press. 10.1108/ijshe-02-2021-0060

[49]

Solís-Espallargas, C., Ruiz-Morales, J., Limón-Domínguez, D., and Valderrama-Hernández, R. (2019). Sustainability in the University: A Study of Its Presence in Curricula, Teachers and Students of Education. Sustainability, 11. 10.3390/su11236620

[50]

"Academic Staff Attitudes and Barriers to Integrating Sustainability in the Curriculum at Spanish Universities" Cult. Educ. (2021)

Showing 50 of 51 references

Cited By

20

The challenge of education for sustainability in higher education: key themes and competences within the University of the Basque Country

Nahia Idoiaga Mondragon, Ion Yarritu · 2023

Frontiers in Psychology

Metrics

20

Citations

51

References

Details

Published: Mar 11, 2022
Vol/Issue: 12(3)
Pages: 199
License: View

Authors

F

Francisco Manuel Moreno-Pino

Faculty of Education, Universidad de Cádiz, Puerto Real, 11519 Cádiz, Spain

R

Rocío Jiménez-Fontana

Faculty of Education, Universidad de Cádiz, Puerto Real, 11519 Cádiz, Spain

J

José María Cardeñoso Domingo

Faculty of Education, Universidad de Cádiz, Puerto Real, 11519 Cádiz, Spain

P

Pilar Azcárate Goded

Faculty of Education, Universidad de Cádiz, Puerto Real, 11519 Cádiz, Spain

Funding

EDU2015-65574-R. Award: EDU2015-65574-R

Cite This Article

Francisco Manuel Moreno-Pino, Rocío Jiménez-Fontana, José María Cardeñoso Domingo, et al. (2022). Training in Mathematics Education from a Sustainability Perspective: A Case Study of University Teachers’ Views. Education Sciences, 12(3), 199. https://doi.org/10.3390/educsci12030199

Training in Mathematics Education from a Sustainability Perspective: A Case Study of University Teachers’ Views

You May Also Like