Climate change controversies in the mathematics classroom

Abstract

In this paper, we investigate the challenges teachers expressed in relation to the inclusion in mathematic classrooms of politically controversial topics like climate change. Based on critical mathematics education, we consider mathematics education to be political and not neutral. Data from two empirical studies, an online survey and a research partnership, were analysed. We found that some teachers saw maintaining neutrality as a challenge, that curriculum allowed little room for controversies, and that they found it difficult to deal with students’ opinions and their lack of motivation. However, some stressed the importance of a pedagogy for hope, motivating students to take a stance and to act. We suggest that researchers take an active role by including controversies in the education of mathematics teachers.