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.**