Abstract:

In this presentation we develop a critical approach to an excessive disciplinary education in mathematics learning, inquiring about the relationships between the education we implement. and the societies /the world we construct.

Within the scope of global citizenship education, where issues such as social justice, equity, inter-cultural dialogue and sustainability are approached, we consider it is fundamental to develop reflexive and critical attitudes towards the role science education plays on societal evolution.

In the case of mathematics education should we be merely concerned with specialized knowledge, developing technical competences as excellency in logical reasoning, calculus,programming and problem solving, or should we risk bridging the "two cultures", assuming the importance of post-normal science issues, aiming to reach a more integrated and broader reality understanding, via reflexive research and committed actions ?

How does mathematics education deal with issues such as human rights, equity, social justice, economic growth and societal (in)sustainability?

After briefly discussing these issues, and stressing the need for interdisciplinary and trans-disciplinary approaches,

we'll present some examples and projects, both on formal and non formal education, aiming to bridge knowledge acquisition
and competence building towards social innovation, ethical and sustainable futures:
* Dignityland: playing on human rights (a game on human rights education which includes mathematical reasoning)
* Eco-land: our common future at stake (a pedagogical project relating media literacy, economic models, matrices, statistics indicators and critical thinking)

Finally we'll present some conclusions and open routes stressing the importance of more reflexive action- research projects on this inter-disciplinary domains.

Keywords:

Education, mathematics, citizenship, sustainability, human rights, social justice, equity, post-normal science.