Assessing sustainability competencies present in class proposals developed by prospective mathematics teachers

Referencias

Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M. & Fernández-Morilla, M. (2018). Holistic Approaches to Develop Sustainability and Research Competen-cies in Pre-Service Teacher Training. Sustainability, 10(10), 3698-3717. https://doi.org/10.3390/su10103698 Alsina, À. (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 Disciplinarity Teaching (pp. 9-21). Springer. https://doi.org/10.1007/978-3-031-08697-7_2 Alperovitz, G. (2014). The Political-Economic Foundations of a Sustainable System. In Worldwatch Institute (Ed.), State of the World 2014 (chapter 18). Island Press. https://doi.org/10.5822/978-1-61091-542-7_18 Álvarez-García, O., Sureda-Negre, J. & Comas-Forgas, R. (2018). Assessing environ-mental competencies of primary education pre-service teachers in Spain. Inter-national Journal of Sustainability in Higher Education, 19(1), 15-31. https://doi.org/10.1108/IJSHE-12-2016-0227 Cardeñoso-Domingo, J. M., Azcárate Goded, P. & Oliva-Martínez, J. M. (2013). The inclusion of sustainability in the initial training of secondary science and math-ematics teachers. Eureka Journal on Science Education and Outreach. 10, No. Extra 4, 780-796. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2013.v10.iextra.19 Cebrián, G. (2018). The I3E model for embedding education for sustainability within higher education institutions. Environmental Education Research, 24(2), 153-171. https://doi.org/10.1080/13504622.2016.1217395 de Haan, G. (2010). The development of ESD-related competencies in supportive in-stitutional frameworks. International Review of Education, 56(2), 315-328. https://doi.org/10.1007/s11159-0109157-9 Farioli, F., Mayer, M., Millican, R., Redman, A. & Vare, P. (2022). Assessing Sustaina-bility Competencies: A discussion on What and How. In Vare, P., Lausselet, N., Rieckmann, M. (Eds.), Competencies in Education for Sustainbale Development (pp. 175–182). Sustainable Development Goals Series. https://doi.org/10.1007/978-3-030-91055-6_21 Gajparia, J., Strachan, G., Vare, P. & Ferguson, T. (2021). Identifying Assessment Op-portunities in Postgraduate Learning for Sustainability. Discourse and Communi-cation for Sustainable Education, 12(1), 151-175. https://doi.org/10.2478/dcse-2021-0011 Geli, A. M. (2002). University, sustainability and curricular environmentalisation. In E. Arbat & A. M. Geli de Ciurana (Eds.), Ambientalización curricular en los estudios superiores. Environmental aspects of universities (pp. 11-14). Universitat de Girona and ACES Network. Goodrich, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18. Lambrechts, W., Mulà, I., Ceulemans, K., Molderez, I. & Gaeremynck, V. (2013). The integration of competencies for sustainable development in higher education: an analysis of bachelor programs in management. Journal of Cleaner Production, 48, 65-73. https://doi.org/10.1016/j.jclepro.2011.12.034 Lozano, R., Lozano, F. J., Mulder, K., Huisingh, D. & Waas, T. (2013). Advancing higher education for sustainable development: international insights and critical re-flections. Journal of Cleaner Production, 48, 3-9. https://doi.org/10.1016/j.jclepro.2013.03.034 McMillan, J. H. & Schumacher, S. (2005). Educational Research. Prentice-Hall. NCTM (2000). Principles and Standards for School Mathematics. NCTM. Niss, M. (2002). Mathematical competence and mathematical learning: The Danish Kom project. Roskilde University. Orr, D. (2004). Earth in Mind - on education, environment and the human propect. Island Press. QAA (2020). Education for sustainable development guidance: Draft consultation. Decem-ber 2020, Gloucester, UK: Quality Assurance Agency. Redman, A., Wiek, A. & Barth, M. (2021). Current practice of assessing students’ sus-tainability competencies: a review of tools. Sustainability Science, 16, 117-135. https://doi.org/10.1007/s11625-020-00855-1 Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be promoted through university teaching and learning? Futures, 44(2), 127-135. https://doi.org/10.1016/j.futures.2011.09.005 Sandri, O., Holdsworth, S. & Thomas, I. (2018). Assessing graduate sustainability ca-pability post-degree completion. International Journal of Sustainability in Higher Education, 19(1), 2-14. https://doi.org/10.1108/IJSHE-08-2016-0160 Sibbel, A. (2009). Pathways towards sustainability through higher education. Interna-tional Journal of Sustainability in Higher Education, 10(1), 68-82. https://doi.org/10.1108/14676370910925262 Stemler, S. (2001). An overview of content analysis. Practical Assessment. Research and Evaluation, 7, 1-6. Sterling, S. (2011). Transformative learning and sustainability: Sketching the concep-tual ground. Learning and Teaching in Higher Education, 5, 117-133. Ull Solís, M. Á. (2015). Competencies for sustainability and competencies in education for sustainability in higher education. Uni-Pluri/Versidad, 14, 46-58. United Nations Economic Commission for Europe (UNECE) (2016). Ten years of the UNECE Strategy for Education for Sustainable Development. Author. UNESCO (2015). Transforming our world: the 2030 Agenda for Sustainable Development. Author. https://unctad.org/meetings/es/SessionalDocuments/ares70d1_es.pdf UNESCO (2017). Education for the sustainable development goals: learning objectives. Au-thor. UNESCO (2018). Advances in education for sustainable development and global citizenship education. Author. UNESCO (2022a). Sustainable Development Goals Report 2022. Author. https://unstats.un.org/sdgs/report/2022/The-Sustainable-Development-Goals-Report-2022_Spanish.pdf UNESCO (2022b). Mathematics for action. Supporting Science-Based Decision-Making. Author. https://unesdoc.UNESCO.org/ark:/48223/pf0000380883.locale=en Uitto, A. & Saloranta, S. (2017). Subject Teachers as Educators for Sustainability: A Survey Study. Education Sciences, 7(1), 8-26. https://doi.org/10.3390/educsci7010008 Vásquez, C. & Alsina, A. (2021). Analysing Probability Teaching Practices in Primary Education: What Tasks do Teachers Implement? Mathematics, 9(19), 2493. https://doi.org/10.3390/math9192493 Vásquez, C. & García-Alonso, I. (2020). La educación estadística para el desarrollo sostenible en la formación del profesorado. Profesorado, Revista de Currículum y Formación del Profesorado, 24(3), 125-147. https://doi.org/10.30827/profesorado.v24i3.15214 Vega-Marcote, P., Varela-Losada, M. & Álvarez-Suárez, P. (2015). Evaluation of an educational model based on the development of sustainable competencies in basic teacher training in Spain. Sustainability, 7(3), 2603-2622. https://doi.org/10.3390/su7032603 Vilches, A. & Gil, D. (2012). Education for sustainability: the challenge of teacher training. Profesorado, Revista de currículum y formación de profesorado, 16(2), 25-43. What Does Project Based Learning Look Like? - Center for Project Based Learning (PBL). (s. f.). Sam Houston State University. https://www.shsu.edu/centers/project-based-learning/examples.html Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B. & Withy-combe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In M. Barth, G. Michelsen, M. Rieckmann, & I. Thomas (Eds.), Handbook of higher education for sustainable development (pp. 241-260). Routledge. Wiek, A., Withycombe, L. & Redman, C. L. (2011). Key competencies in sustainability: a framework for academic programme development. Sustainability Science, 6, 203-218.