PRELIMINARY: Overview of reserach questions, title of paper, focus, and theoretical/conceptual framework
Research question | Title of paper | Focus of paper | Theoretical perspectives and conceptual framework |
1. How can theories from post-normal science contribute to understanding how critical mathematics education can be conducted in the classroom through climate change?
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Critical Mathematics Education and Post-Normal Science: A literature overview | To identify and critically reflect on concepts and perspectives highlighted as important in the literature from two fields, CME and PNS. | Theoretical perspectives
Two theoretical fields, Critical Mathematics Education (CME) and Post-normal Science (PNS) were used to identify concepts highlighted in the literature as important
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2. What characterises teachers’ pedagogical reflections when facilitating students’ critical mathematical competencies? | Wicked problems and critical judgment in school mathematics | To explore how mathematics teachers´ values can influence their teaching by investigating their facilitation and reflections on value-aspects regarding climate change. | Conceptual framework
Two main concepts were used to analyse and discuss the data; Controversies and values
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2. What characterises teachers’ pedagogical reflections when facilitating students’ critical mathematical competencies? | The mathematical formatting of how climate change is perceived: Teachers’ reflection and practice | To identify the potential for facilitating students’ awareness and understanding of the formatting power of mathematics | Theoretical perspectives
Three main concepts were used to analyse and discuss the data; The formatting power of mathematics, uncertainty, critical citizens
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3. What characterises students’ written and oral reflections when critical mathematical competencies are facilitated in a climate change context? | Climate Change and Students’ Critical Competencies: A Norwegian Study | To identify how students’ critical mathematical competencies can appear in their argumentation | Conceptual framework
Theoretical perspectives from CME and STEM was used. The conceptual framework constitutes of three main concepts; Three knowing in mathematics education, critical reflections, inquiry-based dialogues. |