Abstract:

Introduction:
Mathematical routes are defined, in the words of Jablonski et. al. (2020, p. 50), as routes "through specific places, along which mathematical tasks can be analysed, solved and, also, formulated". For this reason, they are a good element to work the mathematical competence (Beltrán-Pellicer and Alsina, 2022) besides being beneficial to introduce Information and Communication Technologies (ICT) in the teaching-learning process. In addition, through mathematical routes some Sustainable Development Goals (SDGs) can be integrated, which, as Solís and Valderrama (2022) explain, try to address the main challenges that today's society has to face.
The objectives of this work are twofold:
1) To present a mathematical route for teachers in initial training of Primary Education in a new space of our university (Universitat Jaume I of Castellón, Spain), called "The Garden of Time."; and
2) To examine if this route has a positive influence on student motivation and environmental awareness.

Methodology:
This activity aims to integrate the environment with mathematical competence and the SDGs in the training of university students, specifically in training teachers. The activity was carried out with 80 students enrolled in the second year of the Degree in Primary Education at the Universitat Jaume I of Castellón, Spain. The route was presented through the MathCityMap app, a digital platform available on cell phones where, from the GPS system, students can autonomously perform each one of the tasks when they are located at a stop on the route.
Student motivation was measured using the Situational Motivation Scale (SIMS) created by Guay et al. (2000), which includes 16 items to analyze intrinsic and extrinsic motivation. The participants’ environmental awareness was assessed through a questionnaire created ad hoc.

Conclusions:
As conclusions we draw that the students successfully overcame the different tasks of the mathematical route. Likewise, they were highly motivated working mathematics with a real objective, in a natural environment and using ICT which, as Ramírez and Casillas (2014, p. 1) explain, generate "spaces for dialogue and reflection that are enriched in daily practice".

References:
[1] Solís-Espallargas, C. & Valderrama-Hernández, R. (2015). La educación para la sostenibilidad en la formación de profesorado. ¿Qué estamos haciendo? Foro de Educación, 13(19), 165-192.
[2] Jablonski, S., del Pozo, M. C. L., Ludwig, M. & Muñiz, T. J. R. (2020). MathCityMap, paseos matemáticos a través de dispositivos móviles. Uno: Revista de didáctica de las matemáticas, 87, 47-54.
[3] Beltrán-Pellicer, P. & Alsina, Á. (2022). La competencia matemática en el currículo español de Educación Primaria. Márgenes Revista de Educación de la Universidad de Málaga, 3(2), 31-58.
[4] Ramírez, M. A. y Casillas, M. (Coords.). (2014). Háblame de TIC. Tecnología digital en la Educación Superior. Argentina: Brujas.

Keywords:

Mathematical routes, mathematical competence, training teachers, mathematical motivation.