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

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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)

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.

Suggested Citation

  • Francisco M. Moreno-Pino & Rocío Jiménez-Fontana & José María Cardeñoso Domingo & Pilar Azcárate Goded, 2021. "Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education," Sustainability, MDPI, vol. 13(10), pages 1-19, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:10:p:5629-:d:556767
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    References listed on IDEAS

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    3. Francisco Zamora-Polo & Jesús Sánchez-Martín, 2019. "Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University," Sustainability, MDPI, vol. 11(15), pages 1-15, August.
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    Cited by:

    1. Xian Jing & Rongxin Zhu & Jieqiong Lin & Baojun Yu & Mingming Lu, 2022. "Education Sustainability for Intelligent Manufacturing in the Context of the New Generation of Artificial Intelligence," Sustainability, MDPI, vol. 14(21), pages 1-14, October.
    2. Dolors Gil-Doménech & Nina Magomedova & Eugenio José Sánchez-Alcázar & Matilde Lafuente-Lechuga, 2021. "Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map," Sustainability, MDPI, vol. 13(16), pages 1-23, August.
    3. Gemma Tejedor & Fermín Sánchez-Carracedo & Jordi Segalàs, 2022. "Education for Sustainable Development in Higher Education-Introduction to a Special Issue," Sustainability, MDPI, vol. 14(17), pages 1-6, August.
    4. Jason D. Johnson & Linda Smail & Darryl Corey & Adeeb M. Jarrah, 2022. "Using Bayesian Networks to Provide Educational Implications: Mobile Learning and Ethnomathematics to Improve Sustainability in Mathematics Education," Sustainability, MDPI, vol. 14(10), pages 1-20, May.

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