Formación inicial de profesorado de matemáticas en educación para el desarrollo sostenible

Abstract

Agenda 2030, designed in 2015 by the United Nations and in which the Sustainable Development Goals (SDGs) are outlined, places teachers as the true agents of change and promoters of the sustainability skills that citizens should know. and learn (Vásquez and García-Alonso, 2020). In addition, this agenda establishes the framework of the so-called Education for Sustainable Development (ESD) that the new Spanish curriculum includes (RD 217/2022 and RD 243/2022). The research indicates that incorporating sustainability requires special attention in teacher training, especially in mathematics teachers (Vásquez and García-Alonso, 2020), since they are not aware of the easy link with an ESD (Alsina, 2022). Initial mathematics teacher training provides teachers with the teaching tools necessary for their professional teaching development. It is urgent, therefore, that this initial training incorporates tools to develop ESD. In this work we analyze how an exemplification of mathematics teaching with a focus on ESD modifies the perspective of future teachers about sustainability and its incorporation in the mathematics class. The results show that future teachers recognize the need to incorporate the SDGs in mathematics teaching as a means of building sustainability competencies. But, in addition, the exemplification followed constitutes a tool of great value for the acquisition of tools and strategies that provide competence to future teachers so that they can build their own proposals with a focus on ESD.