How can maths teachers engage with the climate emergency?

The maths classroom is often seen as a place of simple right and wrong answers and rote learning but it can and should be a place where children learn to think critically about complex real-life problems. What are we educating them for if it isn’t? The climate crisis provides an urgent, timely and ideal interdisciplinary context in which to set these problems.  Yet, sustainability and the climate emergency have turned out to be almost totally absent from staff professional development events, in-service day training, department meetings and general curricular delivery. Staff working groups are often not established or meet less often than monthly. Even in science course plans, climate change was only given the most cursory of mentions. Yet we are talking about an existential threat to humanity that should be top of every agenda.

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