Education for Sustainability in primary mathematics education

Abstract

Four national issues that are of common concern to both Australia and New Zealand in mathematics are the need: (i) for our students to have a deeper understanding of mathematical concepts; (ii) to develop the necessary skills for students to be able to transfer their mathematical understandings in varied contexts and settings; (iii) to provide students with mathematical tasks that are student-centred; and (iv) to develop an understanding of the breadth of sustainability issues to enable them to take positive action in their daily lives. This is emphasised in a National Numeracy Review Background Paper (2007, p. 20), which outlines three distinct dimensions in reference to numeracy curriculum needs in Australia. These are: 1. the various processes, procedures, skills and abilities that numeracy involves and which need emphasis and development, 2. the essential mathematical content as the foundation of the models to be understood, applied and analysed, 3. the variety of situations and contexts within which numeracy practices are experienced and developed. When addressing point three, primary teachers are in pole position to include issues concerning sustainability as a stimulus for mathematics activities in the classroom. The mathematical activities presented in this chapter are drawn from the broad curriculum strands of space and geometry, measurement, number, patterns and algebra, and data. Each of these strands is applicable nationally to Australia and New Zealand (and many other countries) however the syllabus document specific to you may have a different method of organising the content. Despite this, the general nature of the mathematical content has many similarities. For example, the Space strand in New South Wales is divided into 2D, 3D and position, while the Victorian mathematics syllabus divides the Space strand into shape and location. Shape in Victoria includes 2D and 3D figures and properties. The New Zealand mathematics curriculum with regards to Geometry is divided into various levels which cover 2D and 3D shapes, in the contexts of the environment, everyday objects and practical problems. The material presented as stimulus for the mathematical tasks, and in many instances, the catalyst for problem-based learning, concerns issues of sustainability. ... Various developmental frameworks and research into pedagogies in the mathematics classroom are incorporated into the description of each activity. Each strand acknowledges key research findings in each area. I have included the cognitive frameworks in the areas of geometry and measurement that inform the activity design as examples.