We examine the problems of integrating issues of sustainability within the mainstream curriculum of university mathematics, taking our cue from the discussion at the Johannesburg Earth Summit. Our approach to the problem is to synthesise various strands of our research programme, combining information about lecturers' conceptions of sustainability in the curriculum, children's notions about environment, and students' ideas about the nature of mathematics. We suggest ways in which university mathematics teachers can provide a quality learning experience for their students that includes notions of sustainability within the mathematical context, without compromising the mathematical content of their courses.
|Number of pages
|New Zealand journal of mathematics
|Published - 2003
- mathematics education