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Article

Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy

1
Departament of Mathematics, Pontificia Universidad Católica de Chile, Villarrica 4930445, Chile
2
Department of Mathematical Analysis, University of La Laguna, 38206 San Cristóbal de La Laguna, Spain
3
Departament of Initial Teacher Training, Universidad Católica del Maule, Talca 346000, Chile
4
Departament of Subject-Specific Didactics, Universitat de Girona, 17004 Girona, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: Michele Biasutti
Sustainability 2021, 13(6), 3115; https://doi.org/10.3390/su13063115
Received: 16 February 2021 / Revised: 10 March 2021 / Accepted: 10 March 2021 / Published: 12 March 2021
(This article belongs to the Special Issue Locating Cross-Educational Approaches to Develop SDGs)
Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world. View Full-Text
Keywords: education for sustainable development; sustainable development goals; statistical and probability literacy; stochastic education; mathematics textbooks; instructional approaches; primary education education for sustainable development; sustainable development goals; statistical and probability literacy; stochastic education; mathematics textbooks; instructional approaches; primary education
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MDPI and ACS Style

Vásquez, C.; García-Alonso, I.; Seckel, M.J.; Alsina, Á. Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy. Sustainability 2021, 13, 3115. https://doi.org/10.3390/su13063115

AMA Style

Vásquez C, García-Alonso I, Seckel MJ, Alsina Á. Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy. Sustainability. 2021; 13(6):3115. https://doi.org/10.3390/su13063115

Chicago/Turabian Style

Vásquez, Claudia, Israel García-Alonso, María José Seckel, and Ángel Alsina. 2021. "Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy" Sustainability 13, no. 6: 3115. https://doi.org/10.3390/su13063115

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