Exploring Controversial Climate Change Topics in Math Education π
Join Lisa Steffensen from Western Norway University as she examines critical perspectives on how climate change issues are addressed in mathematics education, highlighting challenges and opportunities for educators.
ICMC TV
86 views β’ Nov 1, 2025
About this video
Palestrante: Lisa Steffensen, Western Norway University of Applied Sciences
Resumo da palestra: The severity of climate change presents one of the most pressing challenges of our
time, raising urgent questions about the role of education in facilitating young students be(coming) critical and responsible citizens. While mathematics and mathematical models are often presented as neutral and objective, they are deeply embedded in political, ethical, and social debates. Here, I draw on theoretical perspectives from critical mathematics education to reflect on how contested socio-ecological issues such as COβ emissions, peatlands, and plastic pollution can be meaningfully integrated into classroom practices. Examples from collaborative work with teachers and students illustrate how we can open spaces for controversies, uncertainty, value judgements, and democratic participation in their mathematical activity. These examples invite reflection on how mathematics education might move beyond technical problem-solving to facilitate critical citizenship, ethical awareness, and agency in the face of complex socio-ecological issues.
Resumo da palestra: The severity of climate change presents one of the most pressing challenges of our
time, raising urgent questions about the role of education in facilitating young students be(coming) critical and responsible citizens. While mathematics and mathematical models are often presented as neutral and objective, they are deeply embedded in political, ethical, and social debates. Here, I draw on theoretical perspectives from critical mathematics education to reflect on how contested socio-ecological issues such as COβ emissions, peatlands, and plastic pollution can be meaningfully integrated into classroom practices. Examples from collaborative work with teachers and students illustrate how we can open spaces for controversies, uncertainty, value judgements, and democratic participation in their mathematical activity. These examples invite reflection on how mathematics education might move beyond technical problem-solving to facilitate critical citizenship, ethical awareness, and agency in the face of complex socio-ecological issues.
Video Information
Views
86
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9
Duration
01:46:22
Published
Nov 1, 2025