Emil’s Friday for future – perspective of Paul Ernest’s interest groups on teaching about carbon footprint
Résumé
In times of increasing possibilities of appropriation and one-sided reporting by public media, how
can students learn to critically question these and their own argumentations in mathematics lessons?
The cultural-historical perspective can raise awareness of often non-obvious perceptions and
learning objectives that represent the views of political, social and cultural groups. Considering
carbon footprint as an example, we make a subject-matter didactics analysis a common German
approach and show that the perspective of interest groups makes implicit learning goals visible.
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