Education for environmental sustainability using realistic mathematical education with future 2nd cycle mathematic teachers in Cuanza Norte

Abstract

Recognition of mathematical practices that favor environmental sustainability education is considered as a necessary skill to be developed in the initial training of secondary school mathematics teachers. This paper describes the design and implementation of a didactic-mathematical intervention, developed with students / future teachers, with the objective of favoring the preservation of the kilombo Botanical Center, in Cuanza Norte - Angola, combining this educational intention with teaching practices. and training theoretically framed in realistic mathematics (Van Den Heuvel - Panhuinzen & Drijvers, 2014) that supports CTS education and is based on central themes for environmental sustainability education (Santos, 2016). The training action was developed with 45 students from the 3rd year of the Mathematics teaching course, from the Kwanza Norte Pedagogical School. The data collected show how the students identified problem situations in the kilombo botanical center that were the subject of mathematical modeling in various topics such as geometry, functions, algebra, calculus and statistics. A qualitative case study methodology was adopted to organize, analyze and interpret the data. The results indicate contributions in the development of knowledge and actions that enable in the classroom and in everyday life to solve context problems in Kilombo, articulating issues of science, technology, society and environment, although with some limitations identified in the domain of actions.