Glimps from PhD – Critical Mathematics Education and Climate Change

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?*	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
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
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
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.