Entrance Slip: September 28 (Richard Barwell)

"A Critical Mathematics Education for Climate Change" was a thought-provoking read. I thought that the principles for teaching mathematics in the context of climate change was a well-presented reflection on the way math makes an impact as caretakers of our planet. As future educators, we have a growing responsibility to raise and teach the new generations, because every year becomes more desperate with the fight against the factors for climate change. 

When I think about the impact that climate change has on school, it reminds me why it truly is a problem that needs to be discussed and addressed. Over the last three years, we've experienced overwhelming heat-waves in the summer that really do affect our ability to learn. I was aware of schools that had to close down for durations because students were unable to work in settings that had malfunctioning ACs. It was difficult for some children to walk home from school in the dangerous temperatures, and ensuring every student was receiving adequate hydration (to stay healthy, not yet at the level to learn) was important. Students also had vulnerable loved ones affected by heat strokes. And that's just the heat waves. I haven't touched the amount of children whose schools shut down due to wildfire, how the unpredictable and heavy snow storms affected families in the last two years, medical conditions triggered by air quality, and so forth. Many of the factors snowball into more serious scenarios, so for students that are at risk of having personal situations affect their school work, it can be life changing. 

As educators, I think it's really important to have healthy dialogue with students about understanding climate change and any actions they can take to stay safe from it. Unfortunately, while I do believe that everyone can play a part in making our world a better place, I understand that corporations and politics play a significant role and require more effort to use their positions and power to make the difference. That said, knowing that the current and coming generations will be the leaders of tomorrow means that we have to do the work today so that they are prepared to handle the best and worst case scenarios. Everything makes a difference, and just because we can't stop something bad, doesn't mean we shouldn't try and slow it down until the resources for a new solution becomes available. 

I think that we are capable of making some change. One way I might change the traditional route of math classes is to encourage project-based learning that connects to topics within social justice and climate change. Though I'm inexperienced with Microsoft teams which is the primary platform for classrooms now, I really liked the concept of Canvas discussions for students to drop thoughts and comment on other posts, and may bring that into classrooms with a math lens. I'd also consider posting more relevant links for classroom pre-readings so that students can have a more informed perspective and then unite that information with math content. Lesson hooks aren't to be underestimated, and can make a great difference too. When there's a will to do something, a way will be provided, and even though I may not have the answers now, I look forward to collaborating with other educators and minds to contribute to a solution in whatever capacity possible. 

I think the fate of the world relies on our ability to sincerely make changes, because we cannot sustainably adapt at this rate. It's not just about humans, it's also about the plants and animals, and resources and materials. If the politicians and corporations and people in power cannot work together to humbly navigate around their desires, it will be really difficult for the rest of the population to make substantial impacts. Hopefully the tipping point to their change of heart won't be too late. 

My personal views on global climate change are that we do need to educate ourselves on how to change to the best of our abilities. Because I believe that our impact as regular citizens is limited, and that most of the impact is in the hands of the politicians and corporations, I only ever encourage that people reflect deeper and act accordingly when they think they might not have a choice. For example, it's not right to guilt individuals that cannot afford to make purchases solely by ethical companies, especially when those that can afford make headless purchases. Biking, reusable packaging, recycling, investing, educating, careful-protesting, etc. are ways that parents can also work with their children help them, and teachers can provide students with many inspirations to make a difference wherever it counts too. The lesser fortunate does not have the responsibility of fixing the conscious wrongs of those well-to-do, but they can make steps to build the habits, so they can one day make a difference where it counts. Those that have the means to make bigger differences must understand that they have a stronger responsibility to lead by example and try to create options for alternatives where possible.