Abstract:

In this paper, we explain the content and development of a series of learning situations proposed to university students for the introduction of various mathematical concepts in differential and integral calculus, algebra, and statistics. Each of these learning situations involved the planning of a set of sequenced activities around a problem related to sustainable development goals (SDG). We considered curriculum concretization (choice of theme, specific competencies, and basic knowledge), didactic sequencing (set of techniques, tasks, and resources), and the evaluation system.

It is crucial to incorporate SDGs into university education to promote global sustainability and sustainable development [2], while recognizing the uniqueness of each student and the need to provide a learning environment that responds to the diversity of preferences, experiences, and particularities, a paradigm addressed in Universal Design for Learning (UDL) [1].

Students have increased their motivation for mathematics by seeing its connection with SDGs and have also positively considered having information represented in different ways, using computer tools as resources to manage this information, and facilitating strategies that foster motivation.

Acknowledgement:
This work has been supported by the grants 46151 (2023) and 51333 (2024) from the Unitat de Formació i Innovació Educativa of the Universitat Jaume I.

References:
[1] Center for Applied Special Technology (CAST) (2018). Universal Design for Learning guidelines version2.2. http://udlguidelines.cast.org
[2] Osler J (2007). A guide for integrating issues of social and economic justice into mathematics curriculum. RadicalMath. https://www.radicalmath.org/_files/ugd/3c837a_
5ffe132e0edd4e7f9b38a672e01b87eb.pdf

Keywords:

Mathematics Teaching, Sustainable Development Goals (SDG), Universal Design for Learning (UDL).