Promoting Mathematics Teacher Education for Sustainability through a STEAM approach
DOI:
https://doi.org/10.35763/aiem23.5402Keywords:
Mathematics teacher education, Sustainability, STEAM education, Statistics education, Mathematics teacher professional developmentAbstract
The aim of this study is to analyse the effect of a previously validated training program to promote Mathematics Teacher Education for Sustainability (MTEfS). The training program, designed from a STEAM approach and called Pro-STEAM, involved 23 in-service Chilean teachers. For data collection, a questionnaire was administered before and after the Pro-STEAM program; and the design and implementation of a statistical task relating to sustainability, within the practical phase of the program, was analysed. The results show that: 1) following the Pro-STEAM training program, over 60% of the participants reached an advanced level in Sustainable Development Goals involved; 2) by designing and implementing the statistical task, they developed competences linked to the teacher learning objectives to promote Education for Sustainable Development. It is concluded that MTEfS is an emerging research agenda for creating positive social solutions.
Downloads
References
Alsina, Á. (2017). Caracterización de un modelo para fomentar la alfabetización ma-temática en la infancia: vinculando la investigación con buenas prácticas. AIEM, Avances de Investigación en Educación Matemática, 12, 59-78. https://doi.org/10.35763/aiem.v1i12.181
Alsina, Á. (2022). On Integrating Mathematics Education and Sustainability in Teacher Training: Why, to What End and How? In D. Ortega-Sánchez (Ed.), Controversial Issues and Social Problems for an Integrated Disciplinary Teaching (Integrated Sci-ence, vol 8., pp. 9-21). Springer. https://doi.org/10.1007/978-3-031-08697-7
Alsina, Á., & Calabuig, M. T. (2019) Vinculando educación matemática y sostenibili-dad: implicaciones para la formación inicial de maestros como herramienta de transformación social. Revista de Educación Ambiental y Sostenibilidad, 1(1), 1203. https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2019.v1.i1.1203
Alsina, Á., & Mulà, I. (2019). Advancing towards a transformational professional com-petence model through reflective learning and sustainability: The case of math-ematics teacher education. Sustainability, 11, 4039. https://doi.org/10.3390/su11154039
Alsina, Á., Muñiz-Rodríguez, L., Rodríguez-Muñiz, L., García-Alonso, I., Vásquez, C., & López-Serentill, P. (2023). Alfabetizando estadísticamente a ninñs de 7-8 años a partir de contextos relevantes. Revista Complutense de Educación, 34(1), 95-108. https://doi.org/10.5209/rced.77186
Bargagliotti, B., Franklin, C., Arnold, P., Gould, R., Johnson, R., Perez, L., & Spangles, D.A. (Eds.) (2020). Pre-K–12 guidelines for assessment and instruction in statistics education II (GAISE II). American Statistical Association.
https://www.amstat.org/asa/files/pdfs/GAISE/GAISEIIPreK-12_Full.pdf
Brandt, J.-O., Barth, M., Merritt, E., & Hale, A. E. (2020). A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability. Journal of Cleaner Production, 279, 123749. https://doi.org/10.1016/j.jclepro.2020.123749
CCEA (2020). Using Mathematics.
https://ccea.org.uk/foundation-stage/curriculum/using-mathematics
Dasgupta, N., & Stout, J. G. (2014). Girls and Women in Science, Technology, Engi-neering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21-29. https://doi.org/10.1177/2372732214549471
Ferreira, J.-A., Ryan, L., & Tilbury, D. (2014). A Response to Reorienting Teacher Edu-cation Towards Sustainability. Australian Journal of Environmental Education, 30(1), 147–148. https://doi.org/10.1017/aee.2014.40
Fink, A. (2003). How to ask survey questions. Sage Publications. https://doi.org/10.4135/9781412984393
Geli, A.Mª., Collazo, L., & Mulà, I. (2019). Contexto y evolución de la sostenibilidad en el curriculum de la universidad española. Revista en Educación Ambiental y Soste-nibilidad. 1(1), 1102.
https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2019.v1.i1.1102
Guterres, A. (2020). Connecting the world with data we can trust. World statistics day. https://www.un.org/es/observances/statistics-day
Helliwell, T., & Ng, O.L. (2022). Imagining possibilities: innovating mathematics (teacher) education for sustainable futures. Research in Mathematics Education, 24(2), 128-149. https://doi.org/10.1080/14794802.2022.2079553
Korthagen, F. A. J. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum Associates.
Márquez, C., & Roca, M. (2006). Plantear preguntas: un punto de partida para apren-der ciencias. Revista Educación y Pedagogía, 18(45), 61-71.
Mulà, I., Tilbury, D., Ryan, A., Mader, M., Dlouha, J., Mader, C., Benayas, J., Dlouhy, J., & Alba, D. (2017). Catalysing Change in Higher Education for Sustainable Devel-opment: A Review of Professional Development Initiatives for University Educa-tors. International Journal of Sustainability in Higher Education, 18(5), 798-820. https://doi.org/10.1108/IJSHE-03-2017-0043
OECD (2018). PISA for Development Assessment and Analytical Framework: Reading, Mathematics and Science. OECD Publis-hing. https://doi.org/10.1787/9789264305274-en
Otzen, T., & Manterola, C. (2017). Técnicas de muestreo sobre una población a estudio. International Journal of Morphology, 35(1), 227–232. https://doi.org/doi.org/10.4067/S0717-95022017000100037
Perrenoud, P. (2004). Diez nuevas competencias para enseñar. Graó
Rico, L., & Fernández-Cano, A. (2013). Análisis didáctico y metodología de investiga-ción. In L. Rico, J. L. Lupiáñez, & M. Molina (Eds.), Análisis Didáctico en Educación Matemática. Metodología de Investigación, Formación de Profesores e Innovación Curricular (pp. 1-22). Comares.
Rodríguez-Muñiz, L.J., Muñiz-Rodríguez, L., García-Alonso, I., López-Serentill, P., Vásquez, C., & Alsina, Á. (2022): Navigating between abstraction and context in secondary school statistics education. Culture and Education, 34(3), 689-725. https://doi.org/10.1080/11356405.2022.2058794
Silva-Hormazábal, M., & Alsina, Á. (2022). Desarrollo profesional docente en STEAM: Diseño y validación de un programa de formación (manuscript submitted for pu-blication).
Silva-Hormazábal, M., & Iturbe-Sarunic, C. (2022). Guía de autoaprendizaje docente para la elaboración de actividades didácticas integradas. LOM.
Tilbury, D. (2011). Education for sustainable development: an expert review of processes and learning. UNESCO.
Timm, J.M., & Barth, M. (2020). Making education for sustainable development hap-pen in elementary schools: the role of teachers. Environmental Education Re-search, 27(1), 50-66. https://doi.org/10.1080/13504622.2020.1813256
UNESCO (2015). Global citizenship education: topics and learning objectives. Author.
UNESCO (2017). Education for Sustainable Development Goals. Learning Objectives. Au-thor. https://unesdoc.unesco.org/ark:/48223/pf0000247444
UNESCO (2020). Education for sustainable development: a roadmap. Author.
UNESCO, & Education International (2021). Teachers have their say: motivation, skills and opportunities to teach education for sustainable development and global citi-zenship. Author. https://unesdoc.unesco.org/ark:/48223/pf0000379914
Vásquez, C., & Alsina, Á. (2021). Conectando Educación Estadística y Educación para la Sostenibilidad: un marco para promover el desarrollo sostenible en la formación del profesorado. En Sola, T., Alonso, S., Fernández, M. G. y De La Cruz, J. C. (Eds.), Estudios sobre Innovación e Investigación Educativa (pp. 973-985). Dykin-son.
Vásquez, C., & García-Alonso, I. (2020). La educación estadística para el desarrollo sostenible en la formación del profesorado. Profesorado. Revista de Currículum y Formación de Profesorado, 24(3), 125-147.
Vásquez, C., García-Alonso, I., Seckel, M.J., & Alsina, Á. (2021). Education for Sustain-able Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy. Sustainability, 13(6), 3115
Vásquez, C., Piñeiro, J. L., & García-Alonso, I. (2022). What challenges does the 21st century impose on the knowledge of primary school teachers who teach mathe-matics? An analysis from a Latin American perspective. Mathematics, 10, 391.
Zhang, S., Zhao, W., & Cao, Y. (2021). Toward sustainable professional development: An investigation of informal interactions among Chinese mathematics teachers. Frontiers in Psychology, 12, 681774. https://doi.org/10.3389/fpsyg.2021.681774
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ángel Alsina; Marcela Silva-Hormazábal
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in this journal are under a license Creative Commons: By 4.0 España from number 21 (2022).
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and keep the acknowledgement of authorship.
- The texts published in this journal are – unless indicated otherwise – covered by the Creative Commons Attribution 4.0 international licence. You may copy, distribute, transmit and adapt the work, provided you attribute it (authorship, journal name, publisher) in the manner specified by the author(s) or licensor(s). The full text of the licence can be consulted here: http://creativecommons.org/licenses/by-nc/4.0.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
