Mathematics education for sustainability

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One thing that made me stop and think when reading this article was on the discussion of large numbers. It was mentioned that human’s ability to count provides a strong mechanism for storing, recalling, and manipulating information but our inability to mentally process large numbers is problematic when dealing with the environment because it “diminishes our emotional access to physical phenomena they represent” (Renert, 2011). This was interesting because I often have a hard time grasping how ‘small’ we are compared to the bigger picture. In a youtube video called “Beyond Infinity Number Comparison”, it shows how small numerically a single person is compared to large numbers like the number of insects found on Earth or possible solutions to a Rubik’s Cube. The total population of people on Earth is estimated to be 7.8 billion people; a large number in a quantity sense. The second thing that surprised me when reading this article was suggesting the idea of teaching chaos theory and fractal geometry in the classroom to connect math education to ecology and the environment. I agree that introducing students to the complexity of dynamical systems and how fragile they are to small changes is an excellent example of how delicate our environment is. For example, with forest fires, a small unextinguished cigarette bud can spread so easily if left unattended. As explored in EDCP 342, mathematical patterns such as Fibonacci spirals, Golden Ratios, and fractals are found easily in nature.







Exploring naturally occurring patterns and phenomena in outdoor classrooms may inspire students to protect them. Learning about mathematical models such as predator-prey interactions or how people might respond rationally to supply/demand of resources during a pandemic can be effective at bringing awareness to larger real-life issues often complex. Designing curriculum and projects around these issues can also get them to think critically and analytically about these wicked problems. As educators, it is our responsibility to expose students to real-life beyond the classroom and teach them the tools they need to build a solid foundation that will prepare them for the real-world.

 

 

Reading and Sources:

Renert M. 2011. Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics 31(1). FLM Publishing Association, Edmonton, Alberta, Canada. Pp. 20-26.

Reigarw Comparisons. 2020. Beyond Infinity Number Comparison. Retrieved September 29, 2020 from https://www.youtube.com/watch?v=RJS3Z2DYEO4.

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