Sustainability competencies in mathematics education: insights from individual and collective modelling

Carolina Guerrero-Ortiz 1 * , Matías Camacho-Machín 2, Fernando Hitt 3 4
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1 Instituto de Matemáticas, Pontificia Universidad Católica de Valparaíso, Valparaíso, CHILE
2 Universidad de La Laguna, Tenerife, SPAIN
3 Université du Québec à Montréal, Montréal, QC, CANADA
4 Centro de Investigación y de Estudios Avanzados, Mexico City, MEXICO
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 1, pp. 85-103. https://doi.org/10.30935/scimath/17625
Published: 22 December 2025
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ABSTRACT

Education for sustainable development (ESD) involves addressing complex problems that require the development of mathematical abilities and general competencies. In the context of secondary mathematics teachers training, this challenge should be supported by a holistic process that considers theoretical frameworks on sustainability from a mathematics education perspective. In this work, we analyze and adapt general ESD through a particular approach from mathematics education. Key characteristics relevant to the development of mathematics teaching activities are identified and proposed. Then we present experimental results in a teacher training course, identifying the sustainability competencies that emerge and their relationship with mathematical abilities. The findings highlight the importance of generating more activities that reinforce the anticipatory competency in pre-service teachers for future sustainability scenarios.
Keywords: mathematics education, mathematical modelling, sustainability competencies, teacher training

CITATION

Guerrero-Ortiz, C., Camacho-Machín, M., & Hitt, F. (2026). Sustainability competencies in mathematics education: insights from individual and collective modelling. European Journal of Science and Mathematics Education, 14(1), 85-103. https://doi.org/10.30935/scimath/17625

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