A3 Book section, Chapters in research books
Academic Literacy Supporting Sustainability for Mathematics Education - A Case : Collaborative Working as a Meaning Making for “2/3”? (2021)

Perkkilä, P., & Joutsenlahti, J. (2021). Academic Literacy Supporting Sustainability for Mathematics Education - A Case : Collaborative Working as a Meaning Making for “2/3”?. In E. Jeronen (Ed.), Transitioning to Quality Education (pp. 163-188). MDPI. Transitioning to Sustainability, 4. https://doi.org/10.3390/books978-3-03897-893-0-8

JYU authors or editors

Publication details

All authors or editorsPerkkilä, Päivi; Joutsenlahti, Jorma

Parent publicationTransitioning to Quality Education

Parent publication editorsJeronen, Eila



Journal or seriesTransitioning to Sustainability



Publication year2021

Number in series4

Pages range163-188

Number of pages in the book252


Place of PublicationBasel

Publication countrySwitzerland

Publication languageEnglish


Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/77502


In this article, we focused on sustainable development in mathematics education from the point of view of academic literacy in mathematics (ALM). ALM was understood here through three integrated components: mathematical proficiency, mathematical practices, and mathematical discourse (languaging). ALM skills support 21st Century competences which are important for citizen skills. Both ALM skills and 21st Century competences support lifelong learning and sustainable education. Citizens of future society need both ALM and 21st Century competences to model and solve the issues of sustainable development. We want to develop prospective teachers’ content knowledge and pedagogical content knowledge of school mathematics in the spirit of sustainable education. As the case, we chose the mathematical symbol “2/3” and how collaborative mean-ing making for “2/3” influences prospective class teachers’ interpretations. Col-laborative meaning making is part of ALM. Collaborative working as a tool for meaning making supports the other parts of ALM. By languaging different meanings for “2/3” in pairs, prospective class teachers deepened their under-standing about fractions. By supporting ALM skills in teacher education, future class teachers can have a more sustainable basis to teach mathematics for children. As a conclusion, based on the results of our case study, we summarized objectives for sustainable development for teacher education, teachers, and stu-dents in mathematics education.

Keywordsmathematical thinkingmathematical objectsmathematical skillsmultiliteracycollaborative learningsustainable development

Contributing organizations

Ministry reportingYes

Reporting Year2021

JUFO rating0

Last updated on 2024-03-04 at 19:46