International Journal of Science, Engineering and TechnologyAuthors: Jag Pratap Singh Yadav
Abstract: Education about climate change has become an important concern in the modern day debate on education. However, in practice, education about climate change is mostly confined to scientific knowledge and environmental consciousness without sufficient focus on the use of quantitative reasoning skills that contribute to the production, communication, and contestation of climate knowledge. This paper posits that mathematical literacy is a fundamental yet overlooked aspect of climate change education and offers a theoretical framework for teaching and learning about climate change based on multidisciplinary concepts from mathematics, climate science, social sciences, and civic education. Using constructivist and inquiry-based learning, critical mathematics education, and systems thinking approaches, mathematical literacy will be explored as more than just numeracy. The framework presented in this study is defined by four dimensions that are interlinked with each other: statistical and data literacy, proportional and spatial-temporal reasoning, mathematical modeling and probability, and socio-emotional action and civic engagement. These dimensions serve as theoretical background for reconceptualizing climate change education from an interdisciplinary perspective, enabling the development of deep conceptual knowledge, critical engagement with disinformation, and participatory involvement in climate politics. In addition, the paper highlights possible uses of this theoretical framework in teaching through examples of interdisciplinary practices in the classroom involving mathematics, natural sciences, and humanities. By emphasizing the significance of mathematics literacy for developing climate literacy, this paper addresses contemporary discussions about curriculum innovation, integration across disciplines, and sustainability education in the Anthropocene. In order to critically engage with global climate change and make informed decisions related to the phenomenon, learners need to be capable of comprehending information, including graphs and other visuals, analyzing trends and data, reasoning about scale and uncertainty, and using quantitative data. Thus, the integration of mathematics literacy into climate change education becomes a matter of educational necessity.
DOI: https://doi.org/10.5281/zenodo.19835573
