ABSTRACT
In the preceding chapters, we have argued that mathematics teachers can address issues of sustainability in their teaching and we have suggested some ways in which this could be achieved. We have not sought to provide a set of off-the-shelf mathematics lessons. Integrating sustainability issues into mathematics teaching requires an approach that responds to our students’ interests and concerns. Negotiating and debating what will be studied and how it will be studied is risky, challenging, and the outcome may be difficult to predict, but these qualities are an important part of a democratic, transformative approach to mathematics teaching. Instead of presenting ready-made activities, then, we have explored some sustainability topics that interest and concern us. We hope that the ideas we have included show how such topics can be developed, through a little background research, perhaps with the support of a collaborative group of colleagues, into viable teaching ideas. While we would be delighted if readers are inspired by the ideas included in this book to develop them further into activities for use in their own classrooms, we would be even more delighted if readers were inspired to explore topics with their students that we have not been able to include.
