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 editors: Perkkilä, Päivi; Joutsenlahti, Jorma
Parent publication: Transitioning to Quality Education
Parent publication editors: Jeronen, Eila
ISBN: 978-3-03897-892-3
eISBN: 978-3-03897-893-0
Journal or series: Transitioning to Sustainability
ISSN: 2624-9324
eISSN: 2624-9332
Publication year: 2021
Number in series: 4
Pages range: 163-188
Number of pages in the book: 252
Publisher: MDPI
Place of Publication: Basel
Publication country: Switzerland
Publication language: English
DOI: https://doi.org/10.3390/books978-3-03897-893-0-8
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77502
Abstract
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.
Keywords: mathematical thinking; mathematical objects; mathematical skills; multiliteracy; collaborative learning; sustainable development
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2021
JUFO rating: 0