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.