Mathematics lessons with a global perspective Cross-state initiative aims to raise awareness of future issues

Many pupils consider mathematics to be abstract and irrelevant to their lives. However, global challenges such as climate change, resource scarcity and growing inequality can hardly be understood without a basic knowledge of mathematics. The joint project “Think sustainably – act mathematically: tasks for education for sustainable development”, run by Technische Universität Braunschweig and University of Würzburg, aims to combine mathematics teaching with global issues of the future. Tasks with a real-world relevance play an important role in this.

In a world undergoing rapid change, it is crucial that schools equip the next generations not only with mathematical knowledge, but also with a strong awareness of global challenges. This is precisely where the new project led by Professor Hans-Stefan Siller at the Chair of Mathematics Education, in collaboration with Professor Katrin Vorhölter’s team at the Institute for Mathematics Education and Elementary Mathematics at Technische Universität Braunschweig, comes in. The researchers aim to rethink mathematics education by focusing on education for sustainable development (ESD).

Raising awareness of key global issues

“The project focuses on the design of mathematics curricula to raise awareness of key global issues in a well-founded manner,” explains Hans-Stefan Siller. It is based on the core competencies of recognition, evaluation and action. According to a study by the project leaders, learners can develop these competencies through reality-based mathematical tasks.

Two specific implementations demonstrate how this can be achieved in the classroom: Firstly, learners work with “real” climate data sets, using them to develop their own mathematical questions. For example, they might determine temperature trends, classify uncertainties using confidence intervals or smooth data using moving averages. Secondly, pupils learn to critically examine media statements using large data sets – a key basic skill for democratic participation.

“Both examples illustrate how project-oriented, authentic and open tasks can meaningfully complement traditional textbook formats, making complex social issues more concrete in the classroom and promoting independent mathematical thinking,” explains Siller.

“This provides an evidence-based foundation for ensuring that ESD in mathematics lessons is not only anchored in the curriculum, but also demonstrably present,” adds Katrin Vorhölter. The team therefore plans to systematically investigate the effectiveness of ESD contexts as part of the project’s accompanying research, particularly with regard to the effectiveness of the developed tasks.

Tasks, training courses, handouts

The project is divided into three consecutive phases: The first phase focuses on designing and revising tasks. In a multi-stage development process, at least five tasks will be created for each of secondary levels I and II, addressing various ESD sub-competencies and sustainability goals. In addition, accompanying teaching materials will be developed.

“We believe that teachers should not only impart precise knowledge, but also prepare learners for the challenges of a complex world,” says Professor Katrin Vorhölter. For this reason, the second phase focuses on training and supporting teachers. Practical training courses are being designed and implemented in Braunschweig and Würzburg to ensure that the new materials can be used effectively in the classroom.

In the third phase of the project, the materials will be prepared for easy use. A handbook for Bayern and Niedersachen will ensure that the results are directly incorporated into teaching via the state institutes, where they can provide long-term impetus. At the same time, the research results will be presented in dialogue formats with the public and experts to explore further application possibilities.

Anchoring ESD in mathematics teaching

The joint project establishes a close link between education policy strategies and concrete teaching practices, particularly given the innovation of a cross-state initiative. It empowers prospective teachers and raises the profile of mathematics education in the context of global challenges. In doing so, it makes an important contribution to embedding ESD in mathematics teaching. “If we want to enable learners to understand and responsibly shape the world of tomorrow, we must show them how closely mathematics and sustainability are intertwined,” emphasises Professor Siller.

Project data

The cross-state initiative “Think sustainably – act mathematically: Tasks for education for sustainable development” is funded by the Federal Ministry for Economic Cooperation and Development and “Engagement global GmbH” with around 267,000 euros for three years from 2026 to 2028. The project proposal is the result of many years of close cooperation between Professor Siller and Professor Vorhölter. Their joint work on the sub-chapter of the Upper Secondary School Orientation Framework, key publications and joint teacher training courses have gradually established a robust professional foundation for this initiative.