NOMAD 12(3), 2007. An agenda for mathematics education in the decade of education for sustainable development

Skapad: 2007-11-02. Ändrad: 2007-11-02  

NOMAD 12(3), 2007. An agenda for mathematics education in the decade of education for sustainable development

KEIKO YASUKAWA

Abstract

The United Nations declared 2005 to 2014 as the Decade of education for sustainable development. This presents an opportune moment for mathematics educators and mathematics education researchers to reflect about the effectiveness that mathematics education has had in creating citizens for a sustainable future. There is an important distinction between education about sustainable development, and education for sustainable development; the latter is the more important, but also the more difficult and challenging. The paper examines some of the obstacles that mathematics educators face in educating for sustainable development, and identifies the need for some radical alternatives. These alternatives will need to challenge the dominant discourses that shape identities of both learners and teachers.

Sammendrag

De Forenede Nationer lancerede 2005–2014 som Årtiet for Uddannelse for BæredygtigUdviklingen. Det er en anledning for matematiklærere – ikke mindst i læreruddannelser – og for matematikdidaktikere til at reflektere over, hvordan matematikundervisning aktuelt bidrager og i fremtiden kan bidrage til dannelse af borgere, der kan udvikle og opretholde bæredygtige samfund. Det er her vigtigt at skelne mellem uddannelse om holdbar udvikling, og uddannelse for holdbar udvikling. Den sidste udfordring er den vigtigste men samtidig også den sværeste og pædagogisk-didaktisk mest udfordrende. Artiklen undersøger nogle barriere som matematiklærere møder, når de forsøger at praktisere matematikundervisning for holdbar udvikling. Artiklen identificerer et behov for radikale alternativer til traditionel matematikundervisning, når det gælder bidrag til holdbar samfundsudvikling. Det kræver imidlertid at de dominerende diskurser i matematikundervisningen, der er med til at forme identiteten hos elever og lærere udfordres.

KEIKO YASUKAWA
Keiko Yasukawa is a lecturer in adult education and in engineering at the University of Technology. Keiko has been researching the mutual shaping of mathematics and social change, drawing on recent theoretical developments in Science and Technology Studies (STS). She is exploring questions around the meanings of mathematics educators as activist educators, and mathematics education for social action.