Hållbar utveckling i matematikundervisningen
En studie om hur ett utbildningsmaterial som integrerar hållbar utveckling i matematikundervisningen kan utformas
This master thesis, which has been carried out in collaboration with Fairtrade,investigates how sustainable development can be integrated in the mathematicaldiscipline in the Swedish upper secondary school. The study includedfindings on design and disposition, with sustainability themes relatedto Fairtrade. This since Fairtrade is going to use the study as a basis forthe development of an educational material. The results of the study areof interest to teachers and organizations that want to develop educationalmaterial that integrate sustainable development in mathematics education.The main focus of the study has been the teachers? preferences on dispositionand design.Semi-structured interviews were conducted with seven mathematics teachersin the Stockholm area. A workshop was also conducted with three mathematicsstudent teachers at the end of their training, and two people workingat Fairtrade. The result of the study shows that it is important that theeducational material corresponds to the achievement goals of the mathematicscourses. It also shows the importance of making the material differsfrom ordinary learning milieu, as this would inspire teachers to vary theirteaching. The results also indicate that mathematics education in the exerciseparadigm is not suitable for integrating sustainable development inmathematics education. Instead an investigative approach and working withtasks referring to real-life situations where the students are encouraged totake a position on questions of sustainable development is preferred. For instance,child labor and poverty can be investigated using mathematics andby linking those problems to consumptions the students can question theirown role as consumers.