Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education

Francisco M. Moreno-Pino, Rocío Jiménez-Fontana, José María Cardeñoso Domingo and Pilar Azcárate Goded
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Francisco M. Moreno-Pino: Faculty of Education, Universidad de Cádiz, Puerto Real, 11519 Cádiz, Spain
Rocío Jiménez-Fontana: Faculty of Education, Universidad de Cádiz, Puerto Real, 11519 Cádiz, Spain
José María Cardeñoso Domingo: Faculty of Education, Universidad de Cádiz, Puerto Real, 11519 Cádiz, Spain
Pilar Azcárate Goded: Faculty of Education, Universidad de Cádiz, Puerto Real, 11519 Cádiz, Spain

Sustainability, 2021, vol. 13, issue 10, 1-19

Abstract: This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education Sciences at the Universidad de Cádiz (Spain): the degree in Early Childhood Education, the degree in Primary Education, and the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics). The research method used is content analysis, reflected in the syllabi of the subjects of the degrees analysed. To carry out the analysis, two instruments were used: an adaptation of the model of the Green Curriculum in Higher Education and the map of generic competencies in sustainability of the EDINSOST project. The global results show a very low relative presence of sustainability competences in the area of Didactics of Mathematics (25%), the competency related to ethical aspects having the lowest relative presence (10%). For the most part, the competencies related to sustainability are established for the lowest level of mastery, “know”. When comparing the degree programmes, the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics) is the degree that contributes the most to the development of the sustainability competency (32%), followed by the degree in Early Childhood Education (25%), and the degree in Primary Education (18%). Including sustainability in the curriculum of mathematics education in higher education can improve the training of professionals who engage in reflective and critical thinking. However, these results show there is still a long way to go.

Keywords: Higher Education; curriculum for sustainability; sustainability competencies; critical mathematics education; teacher training; EDINSOST project (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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