Mathematics Education and Social-Environmental Crises: An Interdisciplinary Proposal for Didactic Innovation with Rural Communities in Mexico
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| Title: | Mathematics Education and Social-Environmental Crises: An Interdisciplinary Proposal for Didactic Innovation with Rural Communities in Mexico |
|---|---|
| Language: | English |
| Authors: | Solares-Rojas, Armando (ORCID |
| Source: | Research in Mathematics Education. 2022 24(2):202-223. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Education, Rural Areas, Museums, Intervention, Earth Science, Interdisciplinary Approach, Teaching Methods, Environmental Education, Conservation (Environment), Mathematical Models, Instructional Design, Educational Principles, Foreign Countries, Climate, Water Quality, Elementary School Students, International Cooperation, Biodiversity, Pollution, Teacher Attitudes, Animals, Spanish, Classification |
| Geographic Terms: | Mexico |
| DOI: | 10.1080/14794802.2022.2062781 |
| ISSN: | 1479-4802 1754-0178 |
| Abstract: | We report our progress on the "River Memorial Museum" didactic intervention project developed with schools, in the basin of the Atoyac River in Mexico, that are significantly impacted by the pollution produced through industrialisation. The teachers of the elementary schools in these communities, environmental scientists, educators, and community activists participated jointly in a "co-construction" process, designing "interdisciplinary" educational activities to study local environmental issues and recovering the principles of a "socio-critical perspective of mathematical modelling." In this paper, we centre on presenting the methodology of the didactic intervention with the teachers of one school of an Atoyac River basin community and the principles for designing educational activities we developed collaboratively with them. We believe this methodology could be helpful to support others in thinking about similar opportunities in their communities. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1366071 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGM3slX2cumb6tnExG4njW4AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDSuxWQuKLbsBBdNxwIBEICBm4BZBLWoVodGVAhJ55yi68d70zag2I0PSGhUAcdJuLrEBbHxiIFRLXkiHqQhgGVwmSXKlYaernTCt60ed88kFCmo1WemBrTKn6KviWt2Fl4bdQev1TywNKLj7XueZwGeqyUen5bMdqxRPLqSN6zzDDSlm6YBZWUVjcZJ0q6OaJki3mCEqEWkdQVoC__jVHw-qSO1riUmBfD6hjgw Text: Availability: 1 Value: <anid>AN0158721330;[46o1]01aug.22;2022Aug29.02:09;v2.2.500</anid> <title id="AN0158721330-1">Mathematics education and social-environmental crises: an interdisciplinary proposal for didactic innovation with rural communities in Mexico </title> <p>We report our progress on the "River Memorial Museum" didactic intervention project developed with schools, in the basin of the Atoyac River in Mexico, that are significantly impacted by the pollution produced through industrialisation. The teachers of the elementary schools in these communities, environmental scientists, educators, and community activists participated jointly in a co-construction process, designing interdisciplinary educational activities to study local environmental issues and recovering the principles of a socio-critical perspective of mathematical modelling. In this paper, we centre on presenting the methodology of the didactic intervention with the teachers of one school of an Atoyac River basin community and the principles for designing educational activities we developed collaboratively with them. We believe this methodology could be helpful to support others in thinking about similar opportunities in their communities.</p> <p>Keywords: Interdisciplinary education; socio-critical mathematical modelling; social-environmental crises</p> <hd id="AN0158721330-2">Introduction</hd> <p>In this paper, we present preliminary results of a project aiming to build educational responses in the face of the severe socio-ecological crisis communities of Mexico and South America have suffered, seriously affecting the population's health and the social, economic and cultural fabric of the region's communities (Global Challenges Research Fund "Community, Science and Education" Network project EP/T003545/1[<reflink idref="bib1" id="ref1">1</reflink>]). We centre on the work with one school of an Atoyac River basin community in Mexico, dramatically affected by water pollution produced through industrialisation. We focus on the presentation of the methodology of the didactic intervention with the teachers of this school and the principles for designing educational activities we developed collaboratively with them. We hope this methodology could be helpful to support others in thinking about similar opportunities in their communities. In the rest of this introduction we set out the reasons for framing our work in terms of a "socio-ecological" problem faced by the Atoyac community.</p> <p>Concern about the global environmental crisis produced by climate change, biodiversity loss, and increasing chemical pollution has impacted the international community. As a result, there have been international collective initiatives, such as the Intergovernmental Panel on Climate Change and the Environmental Agenda of the United Nations Environmental Program[<reflink idref="bib2" id="ref2">2</reflink>] to confront this situation. They have established goals and actions to revert, halt or mitigate the factors causing the Twenty-First Century's environmental or ecological (we use the words interchangeably) challenges.</p> <p>The disruption to earth systems resulted from going beyond the so-called "planetary limits", representations of the environmental bounty that allows humanity to survive (Rockström et al., [<reflink idref="bib42" id="ref3">42</reflink>]). However, damage to global ecologies, such as the climate, does not have a homogeneous impact in the different regions of the planet, so any solutions will have to address the specific characteristics of the regions affected. For example, we can see people's displacements associated with countries' capabilities and their socioeconomic context; that is, the economic and social inequalities and asymmetries that affect some world regions are common factors that accentuate the environmental crises. Challenges of survival that appear as new and urgent crises to the wealthy are far from modern conditions for marginalised communities across the world. Martinez-Alier et al. ([<reflink idref="bib35" id="ref4">35</reflink>]) have pointed out that the global North is facing the impact of natural phenomena as a result of climate change; the global South is, additionally, facing the environmental consequences of neo-colonization and the exploitation of their natural resources, as well as the economic and social crises with which their peoples and nations are permanently struggling. In this sense, Menton et al. ([<reflink idref="bib37" id="ref5">37</reflink>]) have stated that ecological crises cannot be separated from a predominant "environmental justice" issue, suffered by countries historically dominated by colonialism and still politically and economically subject to developed nations, even when these "dependent" countries have most of the planet's wealth in natural resources. In other words, we are not only living through an environmental emergency but a planet-wide social-ecological crisis in which the challenges facing some countries are exacerbated by their combination with economic and social inequality factors, which remain invisible even in the framework of the international initiatives. Following the perspective of political ecology, society and the environment must be seen as integral to each other to account for the effects of environmental and social degradation produced by the current economic production scheme (Velasco, [<reflink idref="bib53" id="ref6">53</reflink>]). That is why we speak of "socio-ecological crisis" and not just "environmental crisis" and why we view our work as part of an emerging socio-ecological turn in mathematics education (Coles, [<reflink idref="bib13" id="ref7">13</reflink>]), in which neither the social nor the ecological are taken as fixed backgrounds for the other.</p> <p>Latin America, encompassing Mexico and the countries of the American South, is one of the regions most affected by these crises. Around 650 million people live in this region, most of them youths and children (ECLAC, [<reflink idref="bib18" id="ref8">18</reflink>]), who are facing the pressures of poverty, no health access, industrialisation, loss of ecosystems, no water supply, pollution, and corruption, amongst others (Carriquiriborde et al., [<reflink idref="bib11" id="ref9">11</reflink>]). In addition, the health emergency due to the SARs-CoV-2 pandemic has further accentuated the inequalities and asymmetries in Latin American countries. The lack of access to clean water for sanitisation, the lack of healthy food for adequate nutrition, the lack of health services and COVID 19 vaccines for many communities, and the lack of enough digital technology for schools accentuate the fragile response capacity of the region's countries to the already complex health and social-environmental crises they had already been facing.</p> <p>In this context, education faces unavoidable challenges. We believe it is essential not to pass on the problems derived from the current crises, and the responsibility for solving them, to the next generations. We aim to build tools, options, and paths to prepare the new generations to confront these issues and acquire greater resilience to face a different social-environmental world from that which prior generations have inhabited. We believe that educational systems must consider including the study of the factors behind the worldwide socio-ecological crisis, possible consequences and solutions for local communities, and offer communities effective tools to develop their own local ways of solution. It is necessary to promote critical individuals and agents of change who can help transform their local environments, as a route to impact at a global level. We must also exchange knowledge between educators, scientists, teachers, community leaders, and policymakers to build educational strategies that attend to the issues facing communities.</p> <p>What follows is a review of the educational research, specifically in mathematics education, addressing current ecological issues. We then offer the framework for our study; we set out the methodology of our research in the Atoyac River zone, and report on our findings.</p> <hd id="AN0158721330-3">Past research on mathematics education and ecological issues</hd> <p>We adhere to the statements of Boylan and Coles ([<reflink idref="bib10" id="ref10">10</reflink>]) who point out the importance of mathematics education for sustainability, in attending to current ecological crises. Furthermore, we believe mathematics education can provide essential tools to understand the issues faced by Latin American communities, such as pollution, migration, access to educational and health services, and so on (Andersson &amp; Barwell, [<reflink idref="bib3" id="ref11">3</reflink>]). Specifically, in their review of research linking mathematics education to ecological concerns, Boylan and Coles ([<reflink idref="bib10" id="ref12">10</reflink>]) identified four strands of work, noting that few scholars were working in these areas. Our own review of research suggests the situation has changed little in the last four years; hence, we will describe briefly each of the four strands, adding in more recent work where we have found it.</p> <p>One strand takes the perspective of critical mathematics education (Skovsmose, [<reflink idref="bib49" id="ref13">49</reflink>]). Critical mathematics education is partly inspired by the work of Paulo Freire ([<reflink idref="bib21" id="ref14">21</reflink>]). Skovsmose (personal communication, 4 August 2020) described critical mathematics education as primarily a concern, or preoccupation, about social justice and how injustices can be addressed through mathematics. These are concerns shared by Gutstein ([<reflink idref="bib26" id="ref15">26</reflink>]), who adapted the words of Freire to propose the concept of <emph>reading and writing the world with mathematics</emph> within a pedagogy for social justice. Gutstein ([<reflink idref="bib26" id="ref16">26</reflink>]) proposed critical mathematical literacy, which would "approach knowledge critically and sceptically, see relationships between ideas, look for underlying explanations for phenomena, and question whose interests are served and who benefits" (p.5). So, critical mathematics education aims to criticise injustice using mathematics, and some scholars have extended this concern to considering aspects of climate justice (Abtahi et al. [<reflink idref="bib2" id="ref17">2</reflink>]). The second aspect of critical mathematics education is a critique of mathematics itself, drawing attention, for instance, to how mathematics helps create (or "format") the world (Barwell, [<reflink idref="bib9" id="ref18">9</reflink>]), e.g. through the influence of algorithms, often contributing to environmental degradation; or drawing attention to the role of mathematics in communicating and predicting change.</p> <p>The notion of prediction relates to the second strand of work linking mathematics education to ecology, and this is research around mathematical modelling. One approach to mathematical modelling has been labelled "socio-critical," with an "emancipatory perspective" (Kaiser &amp; Sriraman, [<reflink idref="bib28" id="ref19">28</reflink>], p. 304), again drawing on ideas of Freire ([<reflink idref="bib21" id="ref20">21</reflink>]) as well as Skovsmose ([<reflink idref="bib49" id="ref21">49</reflink>]) and work within ethnomathematics (D'Ambrosio, [<reflink idref="bib15" id="ref22">15</reflink>]). Socio-critical modelling aims to develop "a critical understanding of the world through modelling physical and social phenomena" (Stillman et al., [<reflink idref="bib51" id="ref23">51</reflink>], p. 361). In a review of work on modelling, Abassian et al. ([<reflink idref="bib1" id="ref24">1</reflink>]) note that socio-critical modelling differs from other forms of mathematical modelling in the classroom, "because mathematical competencies are not emphasized [...] the focus is not on mathematical understanding. Rather, research within the socio-critical modelling perspective centers around students' ability to be critical modelers and recognize their power" (p.61). The aim of promoting criticality relates to ideas within critical mathematics education of developing reflective forms of knowing.</p> <p>The third strand of research can be traced back to a phrase proposed in 2011, but with seemingly little take-up, "sustainable mathematics education" (Renert, [<reflink idref="bib41" id="ref25">41</reflink>], p. 20). The proposals for sustainable mathematics education arose from the environmental educator Stirling ([<reflink idref="bib52" id="ref26">52</reflink>]), who identified three possible classroom approaches. First, in an <emph>accommodation approach</emph>, sustainability is brought into the classroom as a context for problems or a source of data, but the focus remains on learning mathematical skills. Second, in a <emph>reformation approach</emph>, sustainability issues also form the basis for mathematical tasks but with the difference that there are explicit invitations to reflect on the issues themselves and, for example, what any mathematical analysis means or implies. Lastly, in a <emph>transformation approach</emph>, sustainability itself is viewed as a process of learning. Thus, education is geared towards action and change at a personal, community, and societal level. A recent article (Li &amp; Tsai, [<reflink idref="bib32" id="ref27">32</reflink>]) using the phrase <emph>education for sustainable development</emph> (ESD) draws on Renert ([<reflink idref="bib41" id="ref28">41</reflink>]) and argues the need for more research integrating ESD into mathematics classrooms, suggesting that such integration requires re-thinking the philosophy of mathematics and its traditional boundaries.</p> <p>Finally, the fourth strand was research that specifically looked at climate change issues and mathematics education (Barwell, [<reflink idref="bib8" id="ref29">8</reflink>]). Barwell proposes critical mathematics education as a suitable theoretical and methodological tool for considering questions of sustainability and adds to this the notion of "post-normal science," drawing on the work of Funtowicz and Ravetz ([<reflink idref="bib22" id="ref30">22</reflink>]). Post-normal science is one where "facts are uncertain, values in dispute, stakes high, and decision urgent" (p.744). Barwell ([<reflink idref="bib9" id="ref31">9</reflink>]) explains three features of post-normal science: first, that it must deal with contradictions (e.g. the Western desire to increase standards of living and the environmental impossibility of all humans enjoying the same comforts); the irreducible uncertainties in the systems it studies (e.g. on the effects of a heating climate); and, that facts and values cannot be separated (as traditional science imagined they could be). These features point to a methodological imperative around dialogue, particularly between scientists and communities, and, as Barwell ([<reflink idref="bib9" id="ref32">9</reflink>]) notes, within such dialogue, there is "an important role for education in contributing to the wider understanding of environmental issues" (p.150).</p> <hd id="AN0158721330-4">Our framework for this study</hd> <p>Although we concur in acknowledging the importance of the research done across all the strands reported above, in this article, we subscribe to the forms of work and objectives of the <emph>socio-critical perspective of mathematical modelling</emph>. This perspective has allowed us to promote the development of critical understanding through mathematics to model the social-environmental phenomena that affect communities, providing tools that will allow students to understand the evolution process of the phenomena and predict their development and make decisions about them. We worked from an <emph>interdisciplinary educational perspective</emph> based on which mathematics, environmental sciences, language, history, geography and all the other school subjects become tools to study and analyse the river pollution issues and their impact on health.</p> <p>In the remainder of this section we set out in more detail the two components of our perspective: interdisciplinary education and the socio-critical perspective of mathematical modelling.</p> <hd id="AN0158721330-5">Interdisciplinary education</hd> <p>The term <emph>interdisciplinary</emph> is still widely debated and compared with other terms with different prefixes such as multi-, pluri- and trans-disciplinary (García Arano, [<reflink idref="bib23" id="ref33">23</reflink>]). However, we follow Morin ([<reflink idref="bib39" id="ref34">39</reflink>]), in defining interdisciplinary work as the exchange and cooperation between different disciplines that lead to a result based on a better articulation around a joint project than could be achieved from a single discipline.</p> <p>Specifically concerning the current socio-ecological challenges, interdisciplinary research is a fundamental approach to analyse complex phenomena (Sauvé et al., [<reflink idref="bib46" id="ref35">46</reflink>]). In environmental education, interdisciplinary work has become a pivotal issue in school, both from a theoretical perspective and to develop teaching approaches in the classroom (Barrios, [<reflink idref="bib7" id="ref36">7</reflink>]). Moreover, in schools, interdisciplinary work is often undertaken to create educational conditions that allow studying how nature and society relate through the disciplines and subjects contemplated in the curriculum (Fiallo, [<reflink idref="bib20" id="ref37">20</reflink>]; quoted in Espinoza-Freire, [<reflink idref="bib19" id="ref38">19</reflink>]). Lenoir and Hasni ([<reflink idref="bib30" id="ref39">30</reflink>]) believe interdisciplinary studies establish an integrated idea of reality through permanent interactivity between the subjects in the curriculum.</p> <p>Nevertheless, many curricula around the world organise disciplinary contents so that knowledge is taught in a fragmented way. Numerous studies (see for instance Clarke &amp; Agne, [<reflink idref="bib12" id="ref40">12</reflink>]; Jacobs, [<reflink idref="bib27" id="ref41">27</reflink>]; Klein, [<reflink idref="bib29" id="ref42">29</reflink>]; Lenoir et al., [<reflink idref="bib31" id="ref43">31</reflink>]; Lenoir &amp; Hasni, [<reflink idref="bib30" id="ref44">30</reflink>]) have pointed out the need to promote interdisciplinary education to facilitate the transformation and restructuring of school learning, encouraging education reforms favouring new curricular connections to integrate disciplinary knowledge, support actual problem-solving in each community's specific context, and encouraging the development of critical thinking.</p> <p>Mathematics education, in the last few years, has become increasingly interested in establishing connections between different fields to overcome the limitations of disciplinary approaches (Sriraman &amp; Freiman, [<reflink idref="bib50" id="ref45">50</reflink>]), which produce, amongst other things, jumps and breaks when dealing with similar phenomena, for example, across science and mathematics classes. Interdisciplinary work is significant for mathematical education because it provides meaningful knowledge that cannot be reduced to disciplinary knowledge. According to Roth ([<reflink idref="bib45" id="ref46">45</reflink>]), in interdisciplinary schoolwork, the appropriate knowledge is in the specific problem-solving processes, and the links between the disciplines are integrated to find the solutions. However, several studies (Doig &amp; Williams, [<reflink idref="bib17" id="ref47">17</reflink>]; Williams et al., [<reflink idref="bib55" id="ref48">55</reflink>]) have found that educational research on interdisciplinary mathematics education suffers "several key problems or even flaws" (Doig &amp; Williams, [<reflink idref="bib17" id="ref49">17</reflink>], p. 2) that require clarifications and explanations of basic theoretical notions, such as "discipline" or "interdisciplinary work". Those studies pointed to the necessity of developing research on interdisciplinary mathematics education that deals both with the design of teaching proposals for the classroom but also theorises the relation between the disciplines involved.</p> <p>In the didactic intervention that we present in this article, our interdisciplinary work was in tension with the disciplinary knowledge prescribed by the school curriculum. Amongst other reasons, this tension derives from the fact that the current official school curriculum in Mexico, being articulated around different curricular subjects (mathematics, science, Spanish, for example), is not suitable for dealing with communities' specific local problems, nor their analysis (Rojano &amp; Solares, [<reflink idref="bib44" id="ref50">44</reflink>]). To solve this tension, we collaboratively worked to intertwine the specific contents and subjects from the school programmes with concerns arising from local environmental issues, based on a model for collaboration between teachers and disciplinary specialists that we call <emph>co-construction</emph> (Rockwell et al., [<reflink idref="bib43" id="ref51">43</reflink>]). We discuss our <emph>co-construction</emph> approach further in the Methodology section.</p> <hd id="AN0158721330-6">Socio-critical mathematical modelling</hd> <p>In our work, we take up a socio-critical mathematical modelling perspective (Araújo, [<reflink idref="bib4" id="ref52">4</reflink>]; D'Ambrosio, [<reflink idref="bib16" id="ref53">16</reflink>]), understanding mathematics as a tool that allows modelling phenomena, specifically social-ecological phenomena in a school's communities, to study and analyse them, within the school setting.</p> <p>In broad terms, D'Ambrosio explains mathematical modelling in the following way:</p> <p>an iterative method starting with reality, with which we started by selecting parameters, constructing a model, proceeding to its mathematical analysis, verifying results through control procedures and reformulating the model, repeating the analyses and control until we reach a good perception of the selected facts and phenomena. (D'Ambrosio, [<reflink idref="bib16" id="ref54">16</reflink>], p. 44)</p> <p>In the specific case of the socio-critical perspective, the focus of modelling scientific and social phenomena is understanding the phenomenon; mathematics is a tool that allows one to understand and take a stance, facing the phenomenon, rather than modelling being an end in itself. Furthermore, the socio-critical perspective focuses on building abilities, so students can become critical modellers of their reality and, thus, become more empowered:</p> <p>Learning mathematical concepts and developing "modelling competencies" are viewed as vehicles to criticize mathematical models. In this way, the "modelling as critic" metaphor is appropriate. This emphasis is related to the idea that mathematics education must take part in educating students to be critical, engaged citizens. (Barbosa, [<reflink idref="bib6" id="ref55">6</reflink>], p. 294)</p> <p>Thus, the socio-critical mathematical modelling perspective allows us to integrate interdisciplinary work among disciplinary specialists (environmental scientists and mathematics and environmental educators) and teachers to design concrete classroom activities. In line with the socio-critical perspective, these activities aim to empower students by integrating scientific and mathematical tools to study the social-ecological issues that affect their communities.</p> <hd id="AN0158721330-7">Methodology</hd> <p>What follows is an introduction to the characteristics of the communities we worked with, the specific social-ecological issues they face, and the interdisciplinary intervention we developed to build educational responses to these issues. Our research is part of the Global Challenges Research Fund "Community, Science and Education" Network project. We set out our approach to collaboration in some detail, since it is our approach to interdisciplinary work that is one of the contributions of this article. In other words, we report here on our methodology for collaboration as well as the methodology for conducting our research. Following the methodology section, we report on work with one of the schools in the Atoyac basin.</p> <hd id="AN0158721330-8">Global Challenges Research Fund "Community, Science and Education" Network project: an overvi...</hd> <p>The research grant which has enabled the work we report is led by the Centre for Research and Advanced Studies of the National Polytechnic Institute[<reflink idref="bib3" id="ref56">3</reflink>] (Mexico) and the University of Bristol[<reflink idref="bib4" id="ref57">4</reflink>] (UK), funded by the Engineering and Physical Sciences Research Council[<reflink idref="bib5" id="ref58">5</reflink>] (UK) under the Education research subject of the Global Challenges Research Fund[<reflink idref="bib6" id="ref59">6</reflink>] (UK). Our ultimate purpose is to make an impact on the education of marginalised children in schools in Mexico and South America through policy change and classroom innovation that leads to the curriculum coming close to the concerns of local communities facing pressures related to global challenges of poverty, health access, water supply and climate change. We work through a network of educators (mathematics and science educators), scientists (from environmental and health sciences), teachers (from primary school level mostly) and community leaders in constructing ways to bring education close to the concerns and needs of the communities. We call this network the "Community, Science and Education" Network (CSE Network). When referring to their specialised knowledge and experience, we call "specialists" the network members (or CSE Network specialists).</p> <p>As we will discuss next, we started our work in Atoyac River basin communities in Mexico. We focused on the construction of educational responses required to support communities in preparing for and preventing crises related to environmental and health pressures brought about by water contamination produced mainly through industrialisation.</p> <hd id="AN0158721330-9">The communities and their specific issues</hd> <p>We are working with communities located in the upper basin of the Atoyac River. Historically this region has suffered environmental transformations due to the drainage of the basin wetlands for agricultural expansion. However, from the 1970s, this environmental transformation and deterioration process was exacerbated due to the creation of an industrial node emphasising textile and automotive production. The industrialisation process has affected the basin's indigenous communities through a sudden environmental transformation of their territories, as well as of their economic activities, which went from a rural-agricultural life to a national manufacturing and service industry centre, leading to unemployment in some agricultural communities and migration to the industrial areas (Velasco, [<reflink idref="bib53" id="ref60">53</reflink>]).</p> <p>In the Atoyac River basin, the environmental deterioration has been particularly notorious due to the high pollution levels because of the wastewater discharge from the region's factories and urban centres. Several studies have given an account of the pollution levels from heavy metals, volatile organic compounds such as hydrocarbons, and multiple substances classified as endocrine disruptors, neurotoxins, mutagens, and carcinogens still present in the Atoyac River stream (Arellano-Aguilar et al., [<reflink idref="bib5" id="ref61">5</reflink>]; García-Nieto et al., [<reflink idref="bib24" id="ref62">24</reflink>]). The presence of these pollutants in the area is a health risk, particularly for the child population. Physiological, metabolic, and genotoxic damage has been observed in schoolchildren in the industrial area and near the Atoyac river (López-Vargas et al., [<reflink idref="bib33" id="ref63">33</reflink>]; Montero-Montoya et al., [<reflink idref="bib38" id="ref64">38</reflink>]). There have also been reports of health issues in downstream areas mainly because of exposure to enterobacteria and pathogens from water sources (Pérez Casterana et al., [<reflink idref="bib40" id="ref65">40</reflink>]). In 2008 Mexican National Water Commission ["Comisión Nacional del Agua[<reflink idref="bib7" id="ref66">7</reflink>]"] published its first risk map, identifying priority areas requiring attention due to the presence of dangerous pollutants, particularly the areas located 1 or 2 km away from the riverbank (Conagua, [<reflink idref="bib14" id="ref67">14</reflink>]), as shown in Figure 1.</p> <p>MAP: Figure 1. Location map of the San Rafael community. Acknowledgement: M. J. Zamora-Almazán.</p> <p>Although some information was made known about how this pollution affects rivers and people's health, studies have documented the normalisation of pollution and a lack of environmental education projects to provide knowledge and abilities, so the population can face the social-ecological crises they are experiencing (Zamora-Almazán, [<reflink idref="bib56" id="ref68">56</reflink>]).</p> <hd id="AN0158721330-10">The school and its community</hd> <p>Figure 1 shows the location of the San Rafael Tenanyecac community where the primary school we worked with is located, concerning the Atoyac riverbank and the nearby industrial area. This school started to work with the CSE Network at the beginning of the school year 2020–2021 and engaged in activities until the end of the school year, despite the drastic school organisational changes derived from the COVID 19 pandemic. We will call this school "School A".</p> <p>The primary School A is in San Rafael Tenanyecac's rural community in the Natívitas municipality, State of Tlaxcala, Mexico. It is a full primary school (with groups for all elementary school grades, from first to sixth). This school usually has 300–350 students; each class has 20–30 students depending on each cohort's admission and exit numbers. Currently, it has 14 teachers, the principal and the vice principal.</p> <p>This school has previously collaborated with projects documenting child health impact. It has a relevant relationship with the community organisations we work with (the Fray Julián Garcés Human Rights and Local Development centre ["Centro Fray Julián Garcés Derechos Humanos y Desarrollo Local[<reflink idref="bib8" id="ref69">8</reflink>]"] and the Coordinator for a Living Atoyac ["Coordinadora por un Atoyac con Vida"]). What follows relates to the first year of work with this school's teachers and students.</p> <hd id="AN0158721330-11">The Atoyac River Memorial Museum: an interdisciplinary school project</hd> <p>In our first year working with the primary School A, we built a project entitled Atoyac River Memorial Museum. Following a review of the diversity of memorial museums carried out by Velázquez Marroni ([<reflink idref="bib54" id="ref70">54</reflink>]), we understand by "memorial" a museum dedicated to remembering a recent historical event and that seeks to preserve the memory, feelings and voices of the people who lived or have lived this event – in our case, the social-ecological crisis concerning the Atoyac river's pollution. Thus, a memorial museum has a</p> <p>special link with users contemporary to the event: first, because there is a high level of remembrance, conflicted emotions, and symbolic weight of the witness or testimony; second, because the visitors can be the exhibition's 'objects'; that is because they are at the centre and axis of the narrative, their personal stories make up the unifying thread of the story in museum form. (Velázquez Marroni, [<reflink idref="bib54" id="ref71">54</reflink>], p. 28)</p> <p>We created the proposal for the Memorial Museum based on two fundamental ideas, one community-based and the other educational. In their community struggle process, the Fray Julián Garcés Centre and the Coordinator for a Living Atoyac proposed building a memorial museum as part of the recovery process of the Atoyac River, but also for the preservation of the voices of the people and the fight for compensation for damages against their communities (Méndez Serrano et al., [<reflink idref="bib36" id="ref72">36</reflink>]). On the other hand, recent experiences demonstrated the appropriateness of creating memorial museums in schools, dedicated to remembering the voices of people affected by historical events and to the memory of communities to understand and transform reality (such as the memorial museum to the people disappeared by the military dictatorship in Argentina, see, for example, Gutiérrez &amp; Beltramino, [<reflink idref="bib25" id="ref73">25</reflink>]).</p> <p>The memorial in the School A was divided into three halls: (<reflink idref="bib1" id="ref74">1</reflink>) the hall of the past devoted to the story of the river and the community and to understand the changes they have undergone through time; (<reflink idref="bib2" id="ref75">2</reflink>) the hall of the present, dealing with the pollution process, who is responsible for the polluting, what are the polluting substances, and the health risks; and (<reflink idref="bib3" id="ref76">3</reflink>) the hall of the future, discussing the river we wish to recover, built around the people's right to live in a toxic-free environment and the struggle of organised communities to recover the Atoyac River.</p> <p>We conceived the Memorial Museum as a school project aimed to take the community's issues into the school as a matter of academic study, working as an interface between the school and the community. The Memorial becomes an educational setting where the teachers can deploy their teaching actions around some of the contents of the curriculum but in a meaningful, pertinent, and interdisciplinary way for dealing with the local environmental issues. The Memorial also strengthens the school's link with the student's families and the community by divulging the school's work and struggle to rescue the river. The Memorial Museum project allows us to open the school to the living voices of the Atoyac River itself and the people of the Atoyac River basin.</p> <hd id="AN0158721330-12">Co-construction: a way to collaborate with teachers to design activities</hd> <p>The methodology of the didactic intervention with the teachers was based on a model for collaboration and the construction of educational activities between teachers and CSE Network specialists (Rockwell et al., [<reflink idref="bib43" id="ref77">43</reflink>]). A team within the CSE network designed a series of work sessions with the teachers following three work axes: the <emph>co-construction</emph> of educational activities, <emph>interdisciplinary</emph> work with the curricular contents, and the <emph>local and situated</emph> character of the co-constructed activities.</p> <p>Throughout our didactic intervention, teachers and CSE Network specialists collectively and collaboratively constructed educational activities to deal with the specific local issues. Our aim was for everyone's knowledge to be recognised as equally valuable in this collaborative work, and we viewed this collaboration as a co-construction of activities (Rockwell et al., [<reflink idref="bib43" id="ref78">43</reflink>]).</p> <p>Our didactic intervention did not aim to transmit scientific information or pre-designed educational solutions to teachers to be applied in their classes. We sought the co-construction of educational activities addressing specific local environmental problems that were also viable and useful in the actual conditions of the classrooms. Such activities should consider the institutional conditions of schools, such as the use of time, school facilities, available teaching resources, and the school plan and curricula (Rockwell et al., [<reflink idref="bib43" id="ref79">43</reflink>]). Therefore, these activities are not "universal" nor "generalisable" models to every school and context; they are <emph>local and situated</emph> in each community and school's specific context, constraints, and possibilities. What may be more generalisable is our approach to the activities.</p> <p>In the work sessions, we aimed to build a space in which teachers felt free to put into practice their knowledge, propose activities and curricular connections between different subjects and contents, give recommendations on time management, and opinions on the didactic viability of the activities. We also sought that community organisations contribute their historical remembrance and experience of struggle and resistance to the problems faced by communities. Specialists in environmental sciences suggested scientific tools suitable for studying and analysing the local environmental problems. Education specialists contributed their knowledge about the teaching and learning of the different themes and disciplines and monitored the articulation between the proposed activities and the contents prescribed by the official school programmes. Consequently, our collaborative work was <emph>interdisciplinary</emph> in two senses: by taking together specialists in different areas; and articulating different school subjects to study the local problems.</p> <p>For the design of the activities, we followed the didactic principles of the socio-critical mathematical modelling perspective. From this perspective, the contents of environmental and health sciences, mathematics, language, history, geography and all the other school subjects are "tools" for studying the Atoyac river contamination, its origin, its evolution and its effect on the health of Atoyac communities. In other words, local environmental problems are in the centre; the problems are the "organisers" of the educational activities: the actions to solve them and the solutions obtained are derived and validated according to the problems themselves, the specific context and the people's interests and perspectives. It is not the curricular contents that are – at all costs – in the centre of the designed educational activities. In these activities, the active role of the students is essential to generate questions, make decisions and validate results. We did not seek to promote activities that offered students "unique and general" solutions but rather offered them valuable tools and propose questions and discussions that allowed them to construct their own answers. We wanted the students to appropriate knowledge and build mathematical capabilities that would allow them to be critical of their reality and, ultimately, become more empowered.</p> <p>The work sessions that we carried out with the School A teachers during the 2020–2021 school year were the following:</p> <p></p> <ulist> <item> A visit (on-site) to the school with interviews with the teachers and the principal of School A to explain the CSE Network project aims, followed by an online presentation of the memorial project to the teachers. Each teacher freely chose a Memorial Hall to focus on, for their work during the 2020–2021 school year.</item> <p></p> <item> Around ten sessions were held for each Memorial Hall. Guided by the teachers' needs and interests, CSE Network specialists aided in designing the activities and articulating the curricular content of the different subjects. Some 4–7 teachers from the different grades participated in each hall. Every hall also had 4 or 5 CSE Network members, including a specialist in each hall's specific theme (history, contamination and human rights, respectively), an education specialist, and a member from one of the local community organisations. In total, sixteen teachers (including the principal and the vice-principal) and 13 CSE Network specialists participated in the work sessions.</item> <p></p> <item> We complemented the work in these sessions with individual support for the teachers in implementing activities in their classes, following a "spiral" type dynamic, coming and going between the classrooms and the collective hall sessions, mediated by the CSE Network specialists.</item> </ulist> <p>Because of the COVID 19 pandemic, after the first visit to School A, the work with teachers was done remotely using the technological tools available to the teachers, ranging from video conferences to instant messaging.[<reflink idref="bib9" id="ref80">9</reflink>] In turn, the teachers implemented the activities with their students using different means and resources, such as the home delivery of printed materials, the sending and receiving of tasks and class notes through instant messaging, and group videoconference sessions. Due to the diversity of means of communication and resources used in the interactions between CSE Network specialists, teachers and students, data collection depended on the specific necessities and possibilities of each teacher and their group and each Memorial Hall.</p> <p>Initially, we planned to install a physical Memorial Museum in School A facilities in July 2021. However, due to the pandemic, its presentation was moved to March 2022, involving two modalities: virtual and itinerant. At the point of writing, we are assembling a permanent <emph>virtual</emph> memorial on the CSE's website.[<reflink idref="bib10" id="ref81">10</reflink>] Also, as suggested by our community organisation partner, we will assemble an <emph>itinerant</emph> memorial that will travel through 26 communities of the Atoyac basin, placing it in church atriums and community plazas during the weekends. In the next section, we report on results from the first year's work.</p> <hd id="AN0158721330-13">Some results from the first year of work</hd> <p>The educational activities proposed by the teachers during the co-construction work were developed around the topics of each Atoyac River Memorial Museum Hall. In general, these activities link different school subjects, and some of them include school mathematical content. Amongst the activities including mathematics contents, we identified one dealing with the study of biodiversity around the Atoyac and others analysing the labels of everyday packaged products to identify and avoid using toxic chemicals for human health. However, the label's activity did not lead to systematic work with their students, even if this activity was well-received by teachers.</p> <p>Hence we focus here on a discussion of the biodiversity activity designed by Teacher Daniel (we use a pseudonym) in collaboration with CSE Network specialists for the Contamination Hall (the hall of the present), this being the activity that was most overtly mathematical. Teacher Daniel designed and implemented this activity with his students (second grade, 7–8 years old) during a period of approximately three months (5 work sessions, two to three weeks apart), combining successive stages of design, classroom implementation, discussion on the implementation results, and (re)designing the subsequent activities. We chose to present the biodiversity activity because it allows us to discuss both the interdisciplinary co-construction collaboration between teachers and CSE Network specialists and the role of mathematical contents for understanding the environmental issue at stake.</p> <p>Due to the COVID 19 health crisis, all interactions between the students, the teacher, and the CSE Network specialists were remote, combining videoconferences and instant messaging services. Teacher Daniel's group had 34 students, but only 24 joined the videoconference sessions (the rest got the activities through messaging and delivered their written homework to Teacher Daniel). We registered all the interactions with Teacher Daniel, including group Contamination Hall videoconference meetings and individual support sessions. Teacher Daniel selected the students' productions he considered representative of his students' work and useful for a didactic design discussion with the Contamination Hall specialists. He shared the productions with us through instant messaging services.</p> <hd id="AN0158721330-14">Example of an activity designed for the classroom: biodiversity and pollution in the Atoyac R...</hd> <p>The Contamination Hall team had three teachers (from second, fourth and fifth grades), the school vice-principal and five CSE Network specialists. The Network specialists were two elementary school teachers with former experience in mathematics education research projects, one education researcher specialised in teachers training and mathematics education, one member of the local community organisation (from Fray Julián Centre), and one specialist on environmental sciences. As we will discuss for Teacher Daniel's example, the knowledge and experience of all the Contamination Hall participants were significant for the development of the activity.</p> <p>The Contamination Hall Network specialists and Teacher Daniel developed a co-construction work that started with a joint review of the second-grade textbooks to identify specific curricular contents related to the local environmental issues and a search for making interdisciplinary connections between the different curricular subjects. In Mexico there are national textbooks for each subject and it is expected that all teachers work through these systematically, covering each page. The second-grade textbooks have several lessons to learn about "your surroundings" and care for the environment. Our curricular analysis offered an overview of the contents that could be addressed and their corresponding subjects. Teacher Daniel chose to start with the lesson called (in the textbook) "Animals and where they live" from the subject "Knowing your environment" (SEP, [<reflink idref="bib47" id="ref82">47</reflink>], pp. 40–46), aimed at getting to know organism diversity in ecosystems; however, this lesson, as presented in the textbook, focuses on examples of animals from many places in Mexico, some of them far from the children's surroundings (e.g. lynx, flamingos, toucans, and sharks). So, intending to link the book lesson with the specific context of the San Rafael Tenanyecac community, the CSE Network specialists gave the teacher the video called "For a Living Atoyac" (López-Santos, [<reflink idref="bib34" id="ref83">34</reflink>]), done by local community organisations, with a series of interviews on the history of the Atoyac River and its pollution. Amongst other things, in this video, the interviewees – senior adults from communities in the region – offer descriptions of the animals that lived near the river until 50 or 60 years ago, "when we were children or young" as the interviewees said. Based on the information provided by the video, the Contamination Hall environmental sciences specialist made a list of the animals that lived in the Atoyac River area and shared it with the teacher (see Table 1).</p> <p>Table 1. List of animals that lived in the Atoyac area.</p> <p> <ephtml> &lt;table&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Axolotls&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Frogs&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Freshwater shrimp&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Carps&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Chameleons&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Leeches&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;Charales&lt;/italic&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;Cincuates&lt;/italic&gt; (a type of snake)&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Lizards&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Scorpions&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Armadillos&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Skunks&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Mud hends&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;Tempolocates&lt;/italic&gt; (tadpoles)&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;Cuijes&lt;/italic&gt; (coloured striped lizards)&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Badgers&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Water snakes&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Rabbits&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Hares&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>1 Note: Italics indicate names in the Nahuatl language, which Atoyac basin people use to name those animals.</p> <p>2 Source: López-Santos ([<reflink idref="bib34" id="ref84">34</reflink>]).</p> <p>Teacher Daniel decided to include this list of animals as part of his class materials and integrated it into the activities for the textbook lesson called "Animals and where they live." The textbook proposes different ways to classify animals by considering their body size (large or small), how they move (if they walk, fly, swim, or crawl) or the places where they live (rivers, oceans, mountains, etc.). The teacher used the list to get the children to ask their family members what they knew about the animals that used to live in the Atoyac River. Teacher Daniel dedicated a couple of videoconference sessions to this lesson, he took pictures of the sessions and shared the experience in the collective Contamination Hall meetings. Daniel reported on many children's stories about the animals they knew and those their relatives talked about; some children showed family collections of stuffed animals since, apparently, there is a religious taxidermy tradition in the San Rafael Tenanyecac community (information that was new to many CSE specialists). We note the extent of Daniel's openness to listen to the children in his class, which we infer from the number and richness of stories he related. Teacher Daniel used the stories and stuffed animals to close the lesson, focusing on the region's animals' characteristics and speaking about their grandparents' past activities around the river.</p> <p>In this first part of the biodiversity activity design, we can see the intertwining of the knowledge of different participants through process of co-construction of the activities. For instance, Teacher Daniel proposed specific connections with the school textbooks lessons, integrated new resources (such as the community organisations video and the list of local animals), incorporated the children' families, organised and implemented the whole activity. The CSE educators prompted the curricular analysis and the articulation of different subjects contents that could be addressed through the activity. The local community organisation member retrieved the video Fray Julián Centre had previously produced for preserving the Atoyac basin peoples' memory. The environmental sciences specialist constructed the list of the Atoyac River animals and advised on the scientific treatment of the related school contents.</p> <hd id="AN0158721330-15">Using mathematics to study biodiversity: animals in my community</hd> <p>Based on the classification and record of animals and their characteristics in the prior sessions, Teacher Daniel proposed to the CSE Network specialists representing these classifications graphically through tables and pictograms. As the environmental sciences and the mathematics education specialists pointed out, this data representation activity is relevant to biodiversity studies. Because, on the one hand, it allows one to account for the diversity of the animals living in the area (for example, land or water animals); on the other hand, once this diversity is quantified, it is possible to compare the different types of animals, as well as the changes in their numbers through time, keeping track of biodiversity loss as a consequence of the river's pollution. Teacher Daniel and CSE Network specialists decided to focus on classifying the animals depending on where they live (land or water), organising the data through tables, and counting each type of animal. Teacher Daniel titled this (sub)activity <emph>Animals in my community</emph>.</p> <p>In this activity, the children recorded their data in different ways, either through pictograms (animal drawings or cut-outs) or writing the names of the animals; they presented and organised their information in tables or simple lists, as shown in Figure 2(a,b).</p> <p>PHOTO (COLOR): Figure 2. Classification of the "Animals in my community." Source: second grade, Teacher Daniel. Notes: 2a. Left to right and top to bottom: calf-large-land; bear-large-land; frog-small-water; turtle-medium-water; carp-small-water; serpent-small-land. 2b. List of animals around the Atoyac River: Left column – Land: Dogs, horses, cats, parrots. Right column – Water: Fish, carps, frogs, axolotl, water snakes, tadpoles.</p> <p>Teacher Daniel asked the children to work in teams and count the total land and water animals each team identified. The teacher reminded them of a way to represent these numbers through bar graphs, which they had studied in first grade. He asked the teams to use the counts they had already done to make their bar graphs (see Figure 3(a–c)).</p> <p>PHOTO (COLOR): Figure 3. Biodiversity bar graphs. (a) Team 1. To the left – Land. To the right – Water. (b) Team 2. To the left – Land. To the right – Water. (<reflink idref="bib3" id="ref85">3</reflink>) Team 3. Left column – Land: Dog, horse, cat, parrot, calf, rooster. Right column: Water: Fish, frog, carp, axolotl, water snake, tadpoles. In this case, the number of each kind of animal is shown through the bar's length. Notes: Once classified into land and water animals, the children counted and represented graphically how many of each they identified. Source: second grade, teacher Daniel.</p> <p>In these graphs, the height of the bars represents how many animals of each type each team identified. It must be noted that the bar graphs for data representation are not usually studied in second grade, but in first and third grades. However, Teacher Daniel thought it was pertinent to use these graphs to fulfil the objectives of his class and teach the biodiversity of their environment. We note here the need for some confidence on the part of the teacher, to alter the standard school curriculum programme in order to allow for the mathematics to develop in a coherent manner.</p> <p>We also wish to point out that Teacher Daniel made many independent choices about the activities and how to implement them. Depending on the conditions and specific development in his class each date, he adapted the designed activities jointly with the CSE Network specialists; for example, he made decisions on the organisation of the work with the children (individually or in teams) and the scope of each session. It is important to acknowledge that we know just a little about many aspects of his teaching. For instance, we do not know the complete set of students' questions, doubts, or productions, nor how teacher Daniel managed them. Among other reasons, this is because it is difficult to record, save, and share the large number of electronic files produced in each session and there was an imperative to allow the teacher freedom to decide on what information to share with us. The activities around biodiversity in the San Rafael community ended with interviews with grandparents, inspired by the video we shared with Teacher Daniel.</p> <hd id="AN0158721330-16">An additional connection: interviews with the grandparents and Spanish Language classes</hd> <p>After discussing the implementation of the previous sessions, the CSE Network specialists and Teacher Daniel agreed to include the subject of Spanish Language, specifically the lessons on interviewing people from the community (the Spanish Language textbook has a lesson on interviewing people from the community regarding the animals that live there, SEP, [<reflink idref="bib48" id="ref86">48</reflink>], page 96). The teacher decided to use the video and have the children interview their grandparents, asking about the animals and plants that lived in the river (and that are no more there), activities they used to do in the river, and how the pollution occurred.</p> <p>The children did these interviews and recorded them on video with the help of their parents, using cell phones. They used questions from the video "For a Living Atoyac." For example, the children asked questions such as the following: What animals lived in the river when you were a child? Why is the river so polluted? How does the pollution in the Atoyac River affect our community? Teacher Daniel shared with CSE Network specialists some of these videos and other productions by the children, which will be included in School A's Memorial Museum.</p> <hd id="AN0158721330-17">Final reflections</hd> <p>This paper presents the methodological design for a didactic intervention with teachers from a school located in a community facing severe socio-ecological issues and the principles for designing educational activities we developed collaboratively with the teachers. Our theoretical and methodological principles for designing this intervention were realised through the Atoyac River Memorial Museum school project, which allowed us to connect School A activities with local issues the region's inhabitants face.</p> <p>We articulated our co-construction collaboration with the School A teachers through the Memorial Museum project, following the three work axes for designing the educational activities (introduced in the Methodology section). As shown in the discussion of the biodiversity activity, intertwining the pieces of knowledge of Teacher Daniel and the CSE Network specialists were crucial for designing and supporting the implementation and analysis of the activity. The different participating voices of the Memorial Museum constructed a rich interdisciplinary activity connecting different school disciplines and using different resources (both in-school and out-of-school) to account for the loss of local animal diversity due to the river's industrial pollution. As we have shown, within this interdisciplinary activity, mathematics has relevance in modelling environmental factors and providing tools for critically studying the river's present conditions. However, and quite deliberately, it is a socio-ecological problem, and not the mathematics curriculum, which is at the centre of attention.</p> <p>Following the principles of the socio-critical mathematical modelling perspective, in the design and implementation of the activities, we looked for setting out the role of mathematics as a tool to study and analyse the environmental issues of the Atoyac River communities. As we presented for the biodiversity activity, classifying and recording the region's animals and organising the information in tables and biodiversity bar graphs allowed the second-grade primary children to start the study of the biodiversity in their surroundings. Furthermore, the educational activities on which these models are built do not come alone and are not isolated; they become integrated into wide settings that articulate the content of different subjects, welcoming the participation of voices other than the teachers'; the voices of scientists and people from their community, with their history and culture. One of the issues for the community is that environmental pollution has been going on for so long that children in school have never known something different; they have never experienced a healthy river, for example. How the Memorial Museum project provoked engagement between children and elders in the community was significant, helping the children recognise that the environmental situation was not always as it is now and hence that it could change in the future. Their dialogue enabled a process of imagination both about the past and possibilities for the future.</p> <p>With respect to the limitation of our work, it is important to say that the "coming and going" discussions to design the didactic activities, their implementation, the discussions on their implementation, and the design of new activities have required much time and effort from the teachers and the CSE Network specialists, a commitment of time that is not scalable. In addition, we must explore many other connections between the content of the different subjects that may be linked to studying the Atoyac's issues. We also need to share and communicate these experiences with Mexican and Latin American communities facing similar social-environmental crises; we need to listen to their experiences and learn from them. However, we believe that through this interdisciplinary didactic approach, we have been able to initiate meaningful conversations between the different voices and knowledge of the participating actors: teachers, community organisations, environmental scientists and educators. The students and their parents responded to these conversations creating more dialogues that echo in the recovery of the Atoyac River. And in these conversations the scientific specialists' knowledge or the curricular contents were not the "dominant" organising features for the educational activities design; the multiplicity in the voices, their knowledge and their collaborative work were intertwined allowing us to co-construct the school's educational activities around complex local socio-ecological issues. We consider that the school project of a museum with three galleries, one looking to the past, one to the present, and one to the future, could be a methodological tool with potentially broader applicability to support others in thinking about similar opportunities, in communities facing socio-ecological crisis.</p> <hd id="AN0158721330-18">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0158721330-19"> <title> Notes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> https://gtr.ukri.org/projects?ref=EP%2FT003545%2F1 or https://red-comunidadcienciaeducacion.org.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> https://<ulink href="http://www.ipcc.ch">www.ipcc.ch</ulink>.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref11" type="bt">3</bibl> <bibtext> https://<ulink href="http://www.cinvestav.mx">www.cinvestav.mx</ulink>.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref52" type="bt">4</bibl> <bibtext> https://<ulink href="http://www.bristol.ac.uk">www.bristol.ac.uk</ulink>.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref58" type="bt">5</bibl> <bibtext> https://epsrc.ukri.org.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref55" type="bt">6</bibl> <bibtext> https://<ulink href="http://www.ukri.org/our-work/collaborating-internationally/global-challenges-research-fund/">www.ukri.org/our-work/collaborating-internationally/global-challenges-research-fund/</ulink>.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref36" type="bt">7</bibl> <bibtext> https://<ulink href="http://www.gob.mx/conagua">www.gob.mx/conagua</ulink>.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref29" type="bt">8</bibl> <bibtext> https://<ulink href="http://www.centrofrayjuliangarces.org.mx">www.centrofrayjuliangarces.org.mx</ulink>.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref18" type="bt">9</bibl> <bibtext> In Mexico there are several instant messenger and social network services that are usually included "with no data transmission limits" by the internet providers. 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| Items | – Name: Title Label: Title Group: Ti Data: Mathematics Education and Social-Environmental Crises: An Interdisciplinary Proposal for Didactic Innovation with Rural Communities in Mexico – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Solares-Rojas%2C+Armando%22">Solares-Rojas, Armando</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3478-1736">0000-0002-3478-1736</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arellano-Aguilar%2C+Omar%22">Arellano-Aguilar, Omar</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9519-6533">0000-0001-9519-6533</externalLink>)<br /><searchLink fieldCode="AR" term="%22García+González%2C+Moisés+Martín%22">García González, Moisés Martín</searchLink><br /><searchLink fieldCode="AR" term="%22López-Vargas%2C+María+del+Rocío%22">López-Vargas, María del Rocío</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0597-2995">0000-0003-0597-2995</externalLink>)<br /><searchLink fieldCode="AR" term="%22Coles%2C+Alf%22">Coles, Alf</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7301-409X">0000-0001-7301-409X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Méndez+Serrano%2C+Alejandra%22">Méndez Serrano, Alejandra</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Research+in+Mathematics+Education%22"><i>Research in Mathematics Education</i></searchLink>. 2022 24(2):202-223. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Earth+Science%22">Earth Science</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Conservation+%28Environment%29%22">Conservation (Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Models%22">Mathematical Models</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Water+Quality%22">Water Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22International+Cooperation%22">International Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Biodiversity%22">Biodiversity</searchLink><br /><searchLink fieldCode="DE" term="%22Pollution%22">Pollution</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Animals%22">Animals</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/14794802.2022.2062781 – Name: ISSN Label: ISSN Group: ISSN Data: 1479-4802<br />1754-0178 – Name: Abstract Label: Abstract Group: Ab Data: We report our progress on the "River Memorial Museum" didactic intervention project developed with schools, in the basin of the Atoyac River in Mexico, that are significantly impacted by the pollution produced through industrialisation. The teachers of the elementary schools in these communities, environmental scientists, educators, and community activists participated jointly in a "co-construction" process, designing "interdisciplinary" educational activities to study local environmental issues and recovering the principles of a "socio-critical perspective of mathematical modelling." In this paper, we centre on presenting the methodology of the didactic intervention with the teachers of one school of an Atoyac River basin community and the principles for designing educational activities we developed collaboratively with them. We believe this methodology could be helpful to support others in thinking about similar opportunities in their communities. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1366071 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14794802.2022.2062781 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 202 Subjects: – SubjectFull: Mathematics Education Type: general – SubjectFull: Rural Areas Type: general – SubjectFull: Museums Type: general – SubjectFull: Intervention Type: general – SubjectFull: Earth Science Type: general – SubjectFull: Interdisciplinary Approach Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Environmental Education Type: general – SubjectFull: Conservation (Environment) Type: general – SubjectFull: Mathematical Models Type: general – SubjectFull: Instructional Design Type: general – SubjectFull: Educational Principles Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Climate Type: general – SubjectFull: Water Quality Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: International Cooperation Type: general – SubjectFull: Biodiversity Type: general – SubjectFull: Pollution Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Animals Type: general – SubjectFull: Spanish Type: general – SubjectFull: Classification Type: general – SubjectFull: Mexico Type: general Titles: – TitleFull: Mathematics Education and Social-Environmental Crises: An Interdisciplinary Proposal for Didactic Innovation with Rural Communities in Mexico Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Solares-Rojas, Armando – PersonEntity: Name: NameFull: Arellano-Aguilar, Omar – PersonEntity: Name: NameFull: García González, Moisés Martín – PersonEntity: Name: NameFull: López-Vargas, María del Rocío – PersonEntity: Name: NameFull: Coles, Alf – PersonEntity: Name: NameFull: Méndez Serrano, Alejandra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 1479-4802 – Type: issn-electronic Value: 1754-0178 Numbering: – Type: volume Value: 24 – Type: issue Value: 2 Titles: – TitleFull: Research in Mathematics Education Type: main |
| ResultId | 1 |
