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A teacher education statistics course encounters climate change and critical mathematics education: Thinking about controversies
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-4672-6777
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0001-5671-6428
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
2023 (English)In: Proceedings of the 12th international conference of mathematics education and society: Sixth sketch, proofreading version / [ed] Renato Marcone; Patricia Linardi; Raquel Milani; João Pedro A. de Paulo; Amanda Moura Queiroz; Michela Tuchapesk da Silva, 2023, p. 1307-1321Conference paper, Published paper (Refereed)
Abstract [en]

In this study we discuss the complexity faced by a teacher when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting that is part of a teacher education program a large university in Sweden. The teacher in the course encountered climate change as a timely thematic context to discuss statistics in the social. Driven by core ideas of CME, mathematics has been conceived as a formatting power for articulating issues of climate change (Coles et al. 2013). Mathematics can, potentially, change how climate change is perceived and formatted as solvable, predictable, and so forth. In the case of teaching statistics, the teacher must make certain choices concerning what data to look at since the particular examples of data might suggest certain narratives at the expense of others, but soon, confronts the complexity of opening mathematics to the social. It is with these thoughts in mind that the course teacher set up the course. Latour (2005) discards an abstract definition of the social and in his well-known book “Reassembling the Social” focuses on its material understanding as relationships between actants. The notion of ‘actant’ is grounded in Active Network Theory and signifies both human and non-human participants in a complex network as being capable of producing a particular effect and, thus, having agency (Smelser & Baltes, 2001). The relationship that we as a collective iterate over time, is a way of thinking of how things are done and, thus, a way to map the ‘social’ as a highly controversial terrain. Taking this theory into account along with the teacher’s dilemmas, we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, the teacher’s log (or course diary notes) is analyzed. The analysis locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student-teachers. In some instances, these actants suggest ways of doing that contradict each other. These all become evident as signs of hesitation by the teacher at specific moments of planning or enactment. The actants, moreover, reserve to create different narratives about what mathematics should be utilized and demands reflexive choices by the teacher over which narrative to follow. Such hesitations might also be traced back to how the arguments for choosing one narrative over the other are being constructed. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with, but, yet, knowing that taking this risk allows mathematics to enter the social.

Place, publisher, year, edition, pages
2023. p. 1307-1321
National Category
Didactics
Research subject
Mathematics education
Identifiers
URN: urn:nbn:se:mau:diva-61764OAI: oai:DiVA.org:mau-61764DiVA, id: diva2:1785463
Conference
12th International Conference of Mathematics Education and Society, 28th July - 02nd August - 2023 São Paulo - Brazil
Available from: 2023-08-02 Created: 2023-08-02 Last updated: 2024-01-12Bibliographically approved

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Ödmo, MagnusBoistrup, Lisa BjörklundChronaki, Anna

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