RT info:eu-repo/semantics/article
T1 What challenges does the 21st century impose on the knowledge of Primary School teachers who teach Mathematics? An analysis from a Latin America perspective
A1 García Alonso, Israel
A1 Vásquez, Claudia
A1 Piñeiro, Juan Luis
A2 Análisis Matemático
K1 education for sustainable development
K1 sustainable development goals
K1 sustainable development approach
K1 teacher knowledge
K1 primary mathematics curricula
AB Curricula are usually pointed out as one of the factors that delimit teacher’s knowledge. Inthis context, this study analyzes the requirements for teacher’s knowledge that can be found in thecurricular guidelines of Mathematics Education in the three Latin American countries belonging tothe OECD to educate in sustainability. For this, a content analysis has been carried out that examinesthe meaning given to the teaching and learning of mathematics that would allow the development ofkey sustainability competences. The results show a teaching-learning process of mathematics that isnot very aligned with education for sustainable development, with a low presence of key competencesfor sustainability. These results represent a roadmap, both for teacher training institutions and forproviding a new educational approach that allows Mathematical Education to contribute to educatingin sustainability in Primary Education. This new approach should promote students’ understandingof the different problems (social, economic, and environmental) that we are faced with, as well as themeasures that must be adopted to transform and act towards a more sustainable world.
YR 2022
FD 2022
LK http://riull.ull.es/xmlui/handle/915/35398
UL http://riull.ull.es/xmlui/handle/915/35398
LA en
NO Mathematics, Vol. 10(3)https://doi.org/10.3390/math10030391
DS Repositorio institucional de la Universidad de La Laguna
RD 21-may-2024