Show simple item record

dc.contributor.authorPerkkilä, Päivi
dc.contributor.authorJoutsenlahti, Jorma
dc.contributor.editorJeronen, Eila
dc.date.accessioned2021-08-26T10:01:15Z
dc.date.available2021-08-26T10:01:15Z
dc.date.issued2021
dc.identifier.citationPerkkilä, P., & Joutsenlahti, J. (2021). Academic Literacy Supporting Sustainability for Mathematics Education - A Case : Collaborative Working as a Meaning Making for “2/3”?. In E. Jeronen (Ed.), <i>Transitioning to Quality Education</i> (pp. 163-188). MDPI. Transitioning to Sustainability, 4. <a href="https://doi.org/10.3390/books978-3-03897-893-0-8" target="_blank">https://doi.org/10.3390/books978-3-03897-893-0-8</a>
dc.identifier.otherCONVID_43416127
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77502
dc.description.abstractIn this article, we focused on sustainable development in mathematics education from the point of view of academic literacy in mathematics (ALM). ALM was understood here through three integrated components: mathematical proficiency, mathematical practices, and mathematical discourse (languaging). ALM skills support 21st Century competences which are important for citizen skills. Both ALM skills and 21st Century competences support lifelong learning and sustainable education. Citizens of future society need both ALM and 21st Century competences to model and solve the issues of sustainable development. We want to develop prospective teachers’ content knowledge and pedagogical content knowledge of school mathematics in the spirit of sustainable education. As the case, we chose the mathematical symbol “2/3” and how collaborative mean-ing making for “2/3” influences prospective class teachers’ interpretations. Col-laborative meaning making is part of ALM. Collaborative working as a tool for meaning making supports the other parts of ALM. By languaging different meanings for “2/3” in pairs, prospective class teachers deepened their under-standing about fractions. By supporting ALM skills in teacher education, future class teachers can have a more sustainable basis to teach mathematics for children. As a conclusion, based on the results of our case study, we summarized objectives for sustainable development for teacher education, teachers, and stu-dents in mathematics education.en
dc.format.extent252
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI
dc.relation.ispartofTransitioning to Quality Education
dc.relation.ispartofseriesTransitioning to Sustainability
dc.rightsCC BY 4.0
dc.titleAcademic Literacy Supporting Sustainability for Mathematics Education - A Case : Collaborative Working as a Meaning Making for “2/3”?
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-202108264664
dc.contributor.laitosKokkolan yliopistokeskus Chydeniusfi
dc.contributor.laitosKokkola University Consortium Chydeniusen
dc.contributor.oppiaineKasvatustieteiden yksikköfi
dc.contributor.oppiaineThe Unit of Educationen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.relation.isbn978-3-03897-892-3
dc.description.reviewstatuspeerReviewed
dc.format.pagerange163-188
dc.relation.issn2624-9324
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 by the author. Licensee MDPI, Basel, Switzerland.
dc.rights.accesslevelopenAccessfi
dc.subject.ysomatemaattinen ajattelu
dc.subject.ysomatemaattiset taidot
dc.subject.ysokestävä kehitys
dc.subject.ysoyhteisöllinen oppiminen
dc.subject.ysomatemaattiset käsitteet
dc.subject.ysomonilukutaito
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p23001
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p8470
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
jyx.subject.urihttp://www.yso.fi/onto/yso/p27190
jyx.subject.urihttp://www.yso.fi/onto/yso/p28850
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/books978-3-03897-893-0-8


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0