Troubling the aims of mathematics education in the socio-ecological

We propose to engage in a critical examination of the aims of mathematics education in the socioecological by challenging some typical standard proposals that may emerge for fostering change and raising awareness concerning current multiple climate crises. The challenge comes not only from the (im)possibilities of connected educational configurations, but foremostly from the investigation of mathematics education as a cultural, political, and economic space of subjectivation in the Modern governing of populations and individuals. We argue that such type of systematic critique is important to understand the limits and promises of mathematics education and well-intentioned proposals for action that may emerge in the field. Without critique, research may risk contributing to a simple “green washing” of the curriculum and the practices of mathematics education.