Engaging teachers in critical Mathematics education: modelling water sustainability issues in South Africa

Abstract

This study explores how mathematics teachers engage with mathematical modelling to address water sustainability issues in South Africa. It focuses on how teachers design modelling activities that address real water challenges, such as drought, unequal access, and environmental pressures. The study is grounded in Critical Theory and Critical Mathematics Education, which view mathematics as socially and politically situated rather than neutral. Using secondary data from the LEDIMTALI project, the research analyses teachers’ group discussions and modelling tasks related to water issues. An inductive thematic analysis was used to identify how teachers integrate social awareness, environmental justice, and mathematical reasoning in their modelling practices. The findings show that modelling can move beyond technical calculations and create opportunities for critical reflection on inequality, policy, and sustainability. However, the study also identifies tensions between abstract mathematical procedures and socially responsive pedagogy. The research contributes to mathematics education by showing how modelling can support both conceptual understanding and critical engagement with real-world problems.