Development of Sustainability Competencies in the Area of Didactics of Mathematics
DOI:
https://doi.org/10.35763/aiem23.5373Keywords:
Critical Mathematics Education, Education for Sustainability, Teacher Training, Community Ethics, EDINSOST ProjectAbstract
This article presents the results of the analysis of the development of sustainability competencies of students enrolled in subjects in the area of Didactics of Mathematics of three different degrees in the Faculty of Educational Sciences at the Universidad de Cádiz. To carry out this analysis, the sustainability questionnaire of the EDINSOST project was used. This questionnaire consists of 18 items related to the development of the four sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities. A total of 105 students responded to a questionnaire composed of items expressed like a four-point Likert scale. Three types of composite indicators were defined to analyse the students’ answers in each competency, competency unit, and mastery level. The results reveal how the development of the sustainability in students depends on the degree analysed.
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Copyright (c) 2023 Francisco Manuel Moreno-Pino, Rocío Jiménez-Fontana, Daniel Romero-Portillo
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