Integrating Sustainability in Mathematics Education: An Approach to the Spanish Primary Curriculum

Abstract

We analyze how sustainability competences are integrated into the current Spanish primary education curriculum, and specifically in the area of Mathematics. Using the qualitative content analysis method, we have analyzed the presence in the curriculum of keywords that are related to terms involving the GreenComp sustainability competences, organized into four areas: (1) embodying sustainability values, (2) embracing complexity in sustainability, (3) envisioning sustainable futures and (4) acting for sustainability. The results show that: (a) sustainability competences are mainly present in the subject of Understanding Nature, Society and Culture, while they are very scarce in Mathematics; (b) the area of sustainability competences most present in the subject of Mathematics is embracing complexity in sustainability, while the least present is embodying sustainability values. Based on the main findings, we conclude that it is necessary to promote an Agency for Action to increase the presence of sustainability competences in the mathematics curriculum