Mathematics education for sustainable futures: a strengths-based survey of the field to invite further research action

Abstract In this survey, we introduce and prompt an article collection—"Mathematics Education for Sustainable Futures"—which we are guest editing. The collection will comprise original research articles, written and published over a 2-year period. Recognising the collection title as making reference to what is an emerging area of research, in this introduction, we survey work that has been done. In the spirit of opening and inviting new questions and research directions, we focus on what it means to take mathematics education for sustainable futures seriously, for how we practise and imagine mathematics education, including established topics such as curriculum, knowledge, pedagogy, teacher education, language, modelling, and technology. We structure our review around eight invitations (here arranged into six sections) in the call for collection articles. Each section ends with further invitations for potential authors, or others, wanting to locate and chart their own work in the space. We end drawing out two themes that resonate across the invitations: attention to who and what is marginalised and the importance of a deep reflexivity in our choice/use of concepts. This text is part of the article collection entitled “Mathematics Education for Sustainable Futures” (available at https://link.springer.com/collections/acebaagbha ).