Abstract
Life on Planet Earth is changing in response to the actions of humans to a degree that can be considered a crisis. Mathematics educators have not yet responded adequately to the challenges of this crisis. We propose a relational, dialogic perspective on mathematics education through which mathematics educators can understand and enact their responsibilities. A dialogical stance leads to an ethics calling on our answerability and responsibility in relation to the living world. We use this perspective to reflect on previous research in mathematics education that seeks to respond to environmental issues. We look back to consider work that has addressed the relationship of mathematics and of mathematics education to the living world and draw out links to a dialogical stance. We conclude with questions for research and practice for mathematics education to respond to the ecological crisis.
Original language | English |
---|---|
Article number | 101013 |
Number of pages | 10 |
Journal | Journal of Mathematical Behavior |
Volume | 68 |
Early online date | 22 Nov 2022 |
DOIs | |
Publication status | Published - 1 Dec 2022 |
Bibliographical note
Publisher Copyright:© 2022 Elsevier Inc.