Ecological Sustainability and Mathematics Education_
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What do quadratic equations have to do with global warming? Most people would answer, “Nothing.” But this answer relies on some deeply entrenched perspectives about mathematics and the purposes of mathematics education. This article uses an integral analysis to argue that mathematics education is intertwined with problems of sustainability. We study the holarchy of conceptions of mathematics to show that the connections emerge only at higher levels. We then investigate three developmental entry points through which educators can gain access to sustainability: accommodation, reformation, and transformation. The example of large numbers is used to illustrate these points. We conclude with a call for opening up a new field of sustainable mathematics education.