Magnus Ödmo
Doctoral student/Lecturer

Presentation

The research examines how teaching and learning are affected when critical perspectives in the form of CME are introduced into the mathematical classroom. The participants in the study are given the opportunity to take different positions in relation to mathematically based arguments and narratives around climate change, in order to thereby raise awareness of how the choice of, for instance, data and presentation forms of mathematics affects our interpretation and perception of the problem. The participants are also allowed to create their own mathematically based arguments and narratives. The research shows that this type of teaching provides a nuanced understanding of complex social issues such as climate change, and also indicates that purely mathematical abilities increases.