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Sustainable Development Education for Training and Service Teachers Teaching Mathematics: A Systematic Review

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Listed:
  • Chia Shih Su

    (Programa de Doctorado en Didáctica de la Matemática, Universidad Católica del Maule, Talca 346000, Chile)

  • Danilo Díaz-Levicoy

    (Facultad de Ciencias Básicas, Universidad Católica del Maule, Talca 346000, Chile)

  • Claudia Vásquez

    (Departamento de Matemática, Pontificia Universidad Católica de Chile, Villarrica 4930445, Chile)

  • Chuan Chih Hsu

    (Dirección de Formación General, Universidad Católica del Maule, Talca 346000, Chile)

Abstract

This study conducted a systematic review following the guidelines of the PRISMA statement, with the aim of analyzing the scientific production on Education for Sustainable Development (ESD) in in-service and pre-service mathematics teachers. Out of 211 articles identified in the indexed databases, WOS, SCOPUS, and SciELO, 16 were selected for an exhaustive analysis. It was determined that this topic is still in the process of development, focusing on aspects such as learning content, pedagogy, and the learning environment. Most studies employed qualitative methodologies. Contextualization in sustainability is the most advanced competency. The results highlight the importance of continuing to investigate and develop effective strategies to integrate ESD in the continuous education and training of mathematics teachers. It is essential to address the development of competencies in ecological and mediational facets, ensure solid knowledge of mathematical content, employ adequate pedagogical strategies, and understand the relationship between the environment and mathematics. These findings offer insights into the prevailing trend of integrating ESD into mathematics education through ESD elements and didactic competencies, as evidenced by recent studies involving both practicing and pre-service teachers. This understanding may promote the enhancement of the quality of mathematics education practices within this domain.

Suggested Citation

  • Chia Shih Su & Danilo Díaz-Levicoy & Claudia Vásquez & Chuan Chih Hsu, 2023. "Sustainable Development Education for Training and Service Teachers Teaching Mathematics: A Systematic Review," Sustainability, MDPI, vol. 15(10), pages 1-20, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:10:p:8435-:d:1153160
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    References listed on IDEAS

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    1. Heejoo Suh & Sohyung Kim & Seonyoung Hwang & Sunyoung Han, 2020. "Enhancing Preservice Teachers’ Key Competencies for Promoting Sustainability in a University Statistics Course," Sustainability, MDPI, vol. 12(21), pages 1-21, October.
    2. Enrique Carmona-Medeiro & José María Cardeñoso Domingo, 2021. "Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training," Sustainability, MDPI, vol. 13(15), pages 1-24, August.
    3. Arantza Rico & Elena Agirre-Basurko & Aritz Ruiz-González & Igone Palacios-Agundez & Daniel Zuazagoitia, 2021. "Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service," Sustainability, MDPI, vol. 13(8), pages 1-21, April.
    4. Tom Kuhlman & John Farrington, 2010. "What is Sustainability?," Sustainability, MDPI, vol. 2(11), pages 1-13, November.
    5. Sara Paredes & María José Cáceres & José-Manuel Diego-Mantecón & Teresa F. Blanco & José María Chamoso, 2020. "Creating Realistic Mathematics Tasks Involving Authenticity, Cognitive Domains, and Openness Characteristics: A Study with Pre-Service Teachers," Sustainability, MDPI, vol. 12(22), pages 1-17, November.
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