From modelling problems to socio-ecological awareness: The role of reflective discussions in mathematics education

Lisa Steffensen

Authors

Lisa Steffensen

Keywords:

mathematics

Abstract

The focus of this article is on how mathematical modelling problems can facilitate reflective discussions contributing to raising students’ awareness of socio-ecological issues. Drawing on theoretical concepts from critical mathematics education, particularly reflective discussions, environmental justice, controversy and uncertainty, two modelling problems, ”Artificial turf” and ”Wind farms”, are analysed. The analysis reveals multiple ways in which these problems can facilitate reflective discussions contributing to raising students’ awareness of socio-ecological issues. For instance, choosing a context that is authentic, complex, personalised, has multiple stakeholders, no obvious solutions, involves uncertainty, and is value based and controversial. Additionally, the problems offer opportunities for teachers to initiate conversations on topics such as energy consumption and impacts on the environment, environmental justice, and uncertainty, prompting students to take a stance and engage critically. This research suggests that teachers can engage students in modelling problems involving socio-ecological issues that aim to contribute to raising awareness, and future research can investigate how this could take place in the classroom.

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