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