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 postnormal science contribute to understanding how critical mathematics education can be conducted in the classroom through climate change?

Critical Mathematics Education and PostNormal 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 Postnormal 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 valueaspects 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, inquirybased dialogues. 