Professional development and teacher agency in Mathematics Teacher Education for Sustainability
Author:
Funder
Fondecyt regular
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s13394-024-00488-y.pdf
Reference52 articles.
1. Alsina, Á. (2022). On integrating mathematics education and sustainability in teacher training: Why, to What End and How? In D. Ortega-Sánchez (Ed.), Controversial Issues and Social Problems for an Integrated Disciplinary Teaching.Integrated Science, vol 8. (pp. 9–21). Springer. https://doi.org/10.1007/978-3-031-08697-7
2. Alsina, Á. (2023). Mathematics Teacher Education for Sustainability (MTEfS): An emerging research agenda. AIEM - Avances de Investigación en Educación Matemática, 23, 1–4. https://doi.org/10.35763/aiem23.5726seiem.es
3. Alsina, Á., & Calabuig, M. T. (2019) Vinculando educación matemática y sostenibilidad: Implicaciones para la formación inicial de maestros como herramienta de transformación social. Revista de Educación Ambiental y Sostenibilidad, 1(1), 1203. https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2019.v1.i1.1203
4. Alsina, Á., & Delgado-Rebolledo, R. (2022). ¿Qué conocimientos necesita el profesorado de Educación Infantil para enseñar matemáticas? Matemáticas, Educación y Sociedad, 5(1), 18–37.
5. Alsina, Á., & Mulà, I. (2019). Advancing towards a transformational professional competence model through reflective learning and sustainability: The case of mathematics teacher education. Sustainability, 11(15), 4039. https://doi.org/10.3390/su11154039
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