Cases to Enhance Reasoning in Mathematics and Education for Sustainable Development
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| Title: | Cases to Enhance Reasoning in Mathematics and Education for Sustainable Development |
|---|---|
| Language: | English |
| Authors: | Lovisa Sumpter |
| Source: | Discover Education. 2026 5. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Mathematics Skills, Thinking Skills, Abstract Reasoning, Mathematics Education, Sustainable Development, Early Childhood Education, Sharing Behavior, Ethics, Mathematics Instruction, Teaching Methods, Teacher Education, Faculty Development, Interdisciplinary Approach |
| DOI: | 10.1007/s44217-026-01241-2 |
| ISSN: | 2731-5525 |
| Abstract: | The need to develop cross-curricular teaching in sustainable development is immense, and mathematics education has an important role. However, there are only a few suggestions on what such teaching can look like for younger children. This short communication presents a theoretical analysis of six cases used in a research project focusing on teaching children between 4 and 8 years old. The chosen concept was sharing, a key concept in sustainable development also relevant to mathematics education. The cases used in the project are analysed regarding afforded mathematical properties and ethical theories. Each case is then commented on using the combined results from the project. The cases illustrate a plausible content, and together with teachers' didactical choices, they form an appropriate content for teacher education and professional development courses. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1509037 |
| Database: | ERIC |
| Abstract: | The need to develop cross-curricular teaching in sustainable development is immense, and mathematics education has an important role. However, there are only a few suggestions on what such teaching can look like for younger children. This short communication presents a theoretical analysis of six cases used in a research project focusing on teaching children between 4 and 8 years old. The chosen concept was sharing, a key concept in sustainable development also relevant to mathematics education. The cases used in the project are analysed regarding afforded mathematical properties and ethical theories. Each case is then commented on using the combined results from the project. The cases illustrate a plausible content, and together with teachers' didactical choices, they form an appropriate content for teacher education and professional development courses. |
|---|---|
| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-026-01241-2 |
