International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Developing Education for Sustainable Development-mathematical Modelling Tasks in Primary Mathematics: Insights from a Case Study

Neslihan Bulut, Rita Borromeo Ferri

University of Kassel

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 235–242ISSN 2790-36482026Scopus conference code 336559
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Abstract

This qualitative case study investigates how two pre-service primary mathematics teachers developed their understanding of Education for Sustainable Development through an ESD-modelling seminar. Analysis of interviews, a designed ESD-mathematical modelling task, and written reflections revealed a shift from limited, behaviour-focused views of sustainability toward a broader understanding of ESD and the role of mathematics. The findings show that mathematical modelling supported engagement with sustainability issues, while also posing challenges related to scaffolding and task complexity. The study underscores the value of integrating ESD-modelling tasks into primary mathematics teacher education.

Keywords

Education for sustainable developmentmathematical modellingteacher professionalismSDG

Recommended citation

Bulut, N., & Borromeo Ferri, R. (2026). Developing Education for Sustainable Development-mathematical Modelling Tasks in Primary Mathematics: Insights from a Case Study. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 235–242). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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