DOI:
https://doi.org/10.14483/23464712.25193Published:
2026-05-29Issue:
Vol. 21 No. 2 (2026): May - AugustSection:
EDITORIAL¿Es neutral la matemática? El giro de la sostenibilidad en la educación matemática contemporánea
Is mathematics neutral? The sustainability turn in contemporary mathematics education
A matemática é neutra? A virada para a sustentabilidade no ensino da matemática contemporânea
Keywords:
Educación Matemática crítica (es).Downloads
Abstract (es)
Hay temas que irrumpen en la escuela porque el mundo ya no permite sostener procesos de enseñanza y aprendizaje ajenos a las crisis que lo configuran. La sostenibilidad pertenece a esta categoría. Su ingreso a la educación matemática no responde a una moda académica transitoria ni a la simple adhesión a una agenda internacional; entra al aula porque las formas hegemónicas de producir, consumir, medir y decidir han puesto en tensión las condiciones mismas de la existencia humana. Y en esa encrucijada, las matemáticas, aunque en muchos contextos se insista en presentarlas como un lenguaje aséptico y universal, participan activamente en la manera como las sociedades interpretan, administran y justifican dicha tensión.
Abstract (en)
There are issues that burst onto the school scene because the world no longer allows for teaching and learning processes that remain detached from the crises shaping it. Sustainability belongs to this category. Its inclusion in mathematics education is not a passing academic fad or simply an adherence to an international agenda; it enters the classroom because hegemonic ways of producing, consuming, measuring, and deciding have strained the very conditions of human existence. And at this crossroads, mathematics, although in many contexts it is presented as an aseptic and universal language, actively participates in how societies interpret, manage, and justify this tension.
Abstract (pt)
Há questões que irrompem no cenário escolar porque o mundo já não permite processos de ensino e aprendizagem que permaneçam dissociados das crises que o moldam. A sustentabilidade pertence a essa categoria. Sua inclusão no ensino da matemática não é uma moda acadêmica passageira ou simplesmente uma adesão a uma agenda internacional; ela entra na sala de aula porque as formas hegemônicas de produzir, consumir, medir e decidir têm tensionado as próprias condições da existência humana. E nessa encruzilhada, a matemática, embora em muitos contextos seja apresentada como uma linguagem asséptica e universal, participa ativamente da forma como as sociedades interpretam, gerenciam e justificam essa tensão.
References
Alsina, Á., & Vásquez, C. (2025). Professional development and teacher agency in Mathematics Teacher Education for Sustainability. Mathematics Education Research Journal, 37(2), 215–238.
Just, J., Siller, H. & Vorhölter, K. (2026). Directions of intentionalities in education for sustainable development in mathematics education: a systematic literature review. Educational Studies in Mathematics, 121(3), 499–523.
Makramalla, M., Coles, A., le Roux, K. & Wagner, D. (2025). Mathematics education for sustainable futures: a strengths-based survey of the field to invite further research action. Educational Studies Mathematics, 119(3), 535–556. https://doi.org/10.1007/s10649-025-10389-x
Radford, L. (2024). Self and Other. In P. Ernest (Ed.), Ethics and mathematics education: The good, the bad and the ugly (pp. 35-53). Springer. https://doi.org/10.1007/978-3-031-58683-5_3
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