Subject: QA Mathematics
Year: 2024
Type: Article
Type: NonPeerReviewed
Title: MATHEMATICS AND QUALITY EDUCATION AS PART OF THE SUSTAINABLE DEVELOPMENT AGENDA
Author: ILJAZI, Teuta
Author: Pandiloska Grncharovska, Svetlana
Abstract: In the 21st century, the term “sustainable development” is increasingly relevant due to pressing global challenges such as global warming, air pollution, water, and soil, as well as the misuse of technology and other technological resources. Integrating sustainable development into mathematics teaching involves considering its impact on the world—the natural environment, society, economy, and technology. This paper explores how well the concept of sustainable development is understood and integrated into the daily lives of high school seniors. The data, processed using SPSS, was collected from online questionnaires completed by 197 senior students from vocational and general high schools. The results show that 40% of the students lack knowledge about sustainable development. Additionally, this study confirms the hypotheses that early childhood education(preschool) correlates with better preparation for school start ( ) and that mathematical literacy correlates with linguistic literacy (( , both of which are components of sustainable development. The findings suggest that mathematics education at all levels should incorporate these objectives into its curriculum to achieve sustainable development goals. This approach will help future generations understand their role and responsibility in advancing the concept of sustainable development, thus securing their future.
Publisher: Faculty of Natural Sciences and Mathematics, Republic of North Macedonia
Relation: https://eprints.unite.edu.mk/1974/
Identifier: oai:eprints.unite.edu.mk:1974
Identifier: https://eprints.unite.edu.mk/1974/1/revista%20-%202024-445-452.pdfIdentifier: ILJAZI, Teuta and Pandiloska Grncharovska, Svetlana (2024) MATHEMATICS AND QUALITY EDUCATION AS PART OF THE SUSTAINABLE DEVELOPMENT AGENDA. JNSM Journal of Natural Sciences and Mathematics of UT, 9 (17-18). pp. 445-452. ISSN 2671-3039
