ABSTRACT

In this second part of the book, we suggest ways that an alternative view of mathematics can be offered through including content that develops students’ understanding of environmental issues and draws on resources that use environmental questions as a starting point for problem solving. We will also show that using collaborative teaching strategies can help develop positive and critically aware attitudes towards sustainability. In this part, we take as our starting point specific areas of mathematics and examine ways in which the teaching and learning of these areas can be developed in our classrooms. We hope the moves we offer in this section can provide a genuine alternative, in line with the requirements of ‘critical mathematics education’ (Skovsmose (1994).