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Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy

Author

Listed:
  • Claudia Vásquez

    (Departament of Mathematics, Pontificia Universidad Católica de Chile, Villarrica 4930445, Chile)

  • Israel García-Alonso

    (Department of Mathematical Analysis, University of La Laguna, 38206 San Cristóbal de La Laguna, Spain)

  • María José Seckel

    (Departament of Initial Teacher Training, Universidad Católica del Maule, Talca 346000, Chile)

  • Ángel Alsina

    (Departament of Subject-Specific Didactics, Universitat de Girona, 17004 Girona, Spain)

Abstract

Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world.

Suggested Citation

  • Claudia Vásquez & Israel García-Alonso & María José Seckel & Ángel Alsina, 2021. "Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy," Sustainability, MDPI, vol. 13(6), pages 1-20, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3115-:d:515581
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    References listed on IDEAS

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    1. Thomas Dahl, 2019. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development," Sustainability, MDPI, vol. 11(7), pages 1-10, April.
    2. 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.
    3. C. J. Wild & M. Pfannkuch, 1999. "Statistical Thinking in Empirical Enquiry," International Statistical Review, International Statistical Institute, vol. 67(3), pages 223-248, December.
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    Cited by:

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    2. Pnina Steinberger & Yovav Eshet & Keren Grinautsky, 2021. "No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19," Sustainability, MDPI, vol. 13(9), pages 1-18, April.
    3. Saria Tasnim & Amzad Hossain & Dora Marinova, 2023. "How Can Stories in Primary Education Support Sustainable Development in Bangladesh?," Sustainability, MDPI, vol. 15(16), pages 1-16, August.

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