What Challenges Does the 21st Century Impose on the Knowledge of Primary School Teachers Who Teach Mathematics? An Analysis from a Latin American Perspective

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dc.contributor.authorVasquez, Claudia
dc.contributor.authorPineiro, Juan Luis
dc.contributor.authorGarcia-Alonso, Israel
dc.date.accessioned2025-01-20T21:12:44Z
dc.date.available2025-01-20T21:12:44Z
dc.date.issued2022
dc.description.abstractCurricula are usually pointed out as one of the factors that delimit teacher's knowledge. In this context, this study analyzes the requirements for teacher's knowledge that can be found in the curricular guidelines of Mathematics Education in the three Latin American countries belonging to the OECD to educate in sustainability. For this, a content analysis has been carried out that examines the meaning given to the teaching and learning of mathematics that would allow the development of key sustainability competences. The results show a teaching-learning process of mathematics that is not very aligned with education for sustainable development, with a low presence of key competences for sustainability. These results represent a roadmap, both for teacher training institutions and for providing a new educational approach that allows Mathematical Education to contribute to educating in sustainability in Primary Education. This new approach should promote students' understanding of 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 towards a more sustainable world.
dc.description.funderNational Research and Development Agency (ANID) of the Government of Chile
dc.fuente.origenWOS
dc.identifier.doi10.3390/math10030391
dc.identifier.eissn2227-7390
dc.identifier.urihttps://doi.org/10.3390/math10030391
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/93673
dc.identifier.wosidWOS:000759438300001
dc.issue.numero3
dc.language.isoen
dc.revistaMathematics
dc.rightsacceso restringido
dc.subjecteducation for sustainable development
dc.subjectsustainable development goals
dc.subjectsustainable development approach
dc.subjectteacher knowledge
dc.subjectprimary mathematics curricula
dc.subject.ods09 Industry, Innovation and Infrastructure
dc.subject.odspa09 Industria, innovación e infraestructura
dc.titleWhat Challenges Does the 21st Century Impose on the Knowledge of Primary School Teachers Who Teach Mathematics? An Analysis from a Latin American Perspective
dc.typeartículo
dc.volumen10
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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