Abstract

In-service primary school teachers’ professional development and, more specifically, their teacher agency, are analyzed regarding the integration of mathematical education and sustainability. To achieve this, based on semi-structured interviews, several questions involving Education for Sustainable Development (ESD) and links between mathematics education and sustainability are considered, which yielded 44 answers. The analysis of these answers is based on four sub-aspects: knowledge of sustainability and its connection to the SDGs; sustainability practices; links between mathematics education and sustainability; and obstacles and challenges. The results show that teachers exhibit a significant lack of knowledge about sustainability and its connection to the SDGs, making a single association with issues related to the environmental crisis, which is the main focus of the sustainability practices carried out in schools. As pertains to the links between mathematics education and sustainability, most accept the importance of this connection, but point out various obstacles and challenges, such as the lack of knowledge and time, the curriculum itself, and others. It is concluded that it is necessary to design training programs focused on these aspects, in order to contribute to the development of teacher agency, i.e. the appropriation and reconstruction of new resources to face the challenges that mathematics education for sustainability implies in teaching practice.

中文翻译：

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可持续数学教师教育的专业发展和教师代理

摘要

在数学教育和可持续性的整合方面，对在职小学教师的专业发展，更具体地说，他们的教师机构进行了分析。为了实现这一目标，基于半结构化访谈，考虑了涉及可持续发展教育（ESD）以及数学教育与可持续发展之间联系的几个问题，得出了 44 个答案。对这些答案的分析基于四个子方面：可持续性知识及其与可持续发展目标的联系；可持续发展实践；数学教育与可持续性之间的联系；以及障碍和挑战。结果表明，教师对可持续发展及其与可持续发展目标的联系严重缺乏了解，与环境危机相关的问题存在单一联系，而环境危机是学校开展可持续发展实践的主要焦点。至于数学教育和可持续性之间的联系，大多数人都承认这种联系的重要性，但指出了各种障碍和挑战，例如缺乏知识和时间、课程本身等。结论是，有必要设计针对这些方面的培训计划，以促进教师能动性的发展，即新资源的拨用和重建，以应对可持续数学教育在教学实践中所带来的挑战。