This is a chapter of a book that concerns how education and shchool deals with the risk society, and has analytical and methodological perspectives.
This chapter refers to an online survey of teachers’ utterances about climate change and mathematics education: How teachers describe their teaching, challenges, and opportunities when climate change is included in mathematics education. We found that teachers in particular used climate-based graphs, and saw opportunities for mathematical and social discussions. They expressed it challenging that the topic is both research-based and politically charged, complex and knowledge-intensive.
Keywords: Critical mathematical perspective, climate change in the mathematics classroom, critical citizenship.