MATHEMATICS TEACHING RESEARCH JOURNAL 108

GOLDEN FALL 2022

Vol 14 no 3

What Learning Opportunities does the Chilean Primary Education

Curriculum Offer to Train in Sustainability?

Chia-Shih Su1, María José Seckel2, Claudia Vásquez3

1
Universidad Católica del Maule, Chile, 2 Universidad Católica de la Santísima Concepción,
Chile, 3 Universidad Católica de Chile, Chile
[email protected], [email protected], [email protected]

Abstract: Education is a fundamental tool to make a country's society equitable, just, and
respectful of the environment. As primary education is compulsory for a country's population,
it allows building knowledge and skills to promote sustainable development, in this sense, it
is necessary to examine whether the primary education curricular bases offer learning
opportunities and contexts for students at this stage to develop their awareness, knowledge
and skills in a sustainable way. The qualitative methodology was used, specifically, the
content analysis to analyze the 24 Chilean primary programs of Mathematics, Natural
Sciences and Social Sciences under the cognitive domain of Education for sustainable
development (ESD) and in terms of their learning objectives with the sustainability
development goals (SDGs). The results show that an interdisciplinary stochastic education in
the context of the curricular learning of Social Sciences and Natural Sciences provides
learning opportunities to develop ESD at the different levels that make up primary education.
It is observed that the Natural Sciences and Social Sciences curricula at all levels of primary
education lead to ESD are being developed in an interdisciplinary manner (with these two
subjects and stochastic themes).

INTRODUCTION
On September 25, 2015, the United Nations General Assembly proposes the 2030 Agenda to
take on the challenge of the 17 Sustainable Development Goals (UNESCO, 2015). These
SDGs incorporate the social, economic and environmental needs that have afflicted our planet
for several decades. Thus, through the 2030 agenda, UNESCO intended to respond to various
situations that in one way or another have an impact on sustainable development, such as
inequality, hunger, diseases, unsustainable consumption, and environmental degradation
(UNESCO, 2017).
Today, nine years from the deadline, even in the context of a pandemic, it is clear that we are
far from being able to achieve the challenges and objectives of the 2030 agenda. Facing the
crisis, many of the countries have adopted safeguard measures related to the suspension of
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face-to-face classes (ECLAC, 2020), which has generated negative impacts on educational
results, making promotion of quality education described by goal 4.7 of SDG 4: “to guarantee
that all students acquire theoretical and practical knowledge necessary for sustainable
development” (UNESCO, 2017, p.7) difficult. In this sense, for all citizens to have the
knowledge, skills and abilities that allow them to act as agents of change capable of
contributing to sustainable development (UNESCO, 2017; De la Rosa, Giménez & Calle
2019), it is essential that all countries promote ESD, incorporating it into the curricula at all
educational levels (Eriksen, 2013; UNESCO, 2015; Richter et al., 2017; Bascopé et al., 2019).
In this sense, ESD is a goal of quality education, whose transversal nature allows each SDG
to be approached from different subjects, thus training reflective and conscious students
(Hedefalk et al., 2015), capable of making decisions and leading their actions towards
sustainable development.
However, different authors (Sleurs, 2008; Cebrián & Junyent, 2014; Albareda-Tiana et al.,
2019; De la Rosa et al., 2019) suggest that some of the domains that should be considered
while implementing ESD in the classroom are: a) knowledge (related to social, economic and
environmental issues); b) contextualization (upon meaningful, understandable and education
level-linked information to the students); and c) integration (articulating knowledge from
various disciplines in ESD).
Considering the above, some proposals have been observed recently to link ESD with
mathematics education, and in particular, with statistical and probabilistic education based
on citizen literacy in statistics and probability (Vásquez, 2020; Vásquez & García-Alonso,
2020), assuming the premise that its contextual character (Batanero, 2013), great potential to
address problematic situations in sustainability contexts (Vásquez, 2020; Vásquez & García-
Alonso, 2020; Eernstman & Wals, 2013) and delivery of cognitive tools to make correct
decision in a random situation (Batanero, 2004) will facilitate the acquisition of knowledge
to promote sustainable development (Bascopé et al. 2019; Ramadhani et al., 2022).
Primary education builds the basic education of the values, attitudes, skills and knowledge of
Chilean students from 6 to 14 years old. As statistics and probability are incorporated as
topics within the school-year Mathematics study programs (Batanero, 2004), therefore,
stochastic education is currently established within mathematics education (Batanero, 2019).
Consequently, we use the term stochastic education to name statistical and probabilistic
education “to emphasize the mutual dependence of knowledge and reasoning about
probability and statistics, which are interconnected and must be taught together” (Batanero,
2019, p. 2). On the other hand,
“the concept of sustainable development and the treatment of problems related to
understanding and caring for the environment are part of the curricular bases, of the

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Transversal Fundamental Objectives and, specifically, of the curriculum of the

History and Social Sciences and Natural Sciences at all levels and modalities of the
system” (MMA, 2012, p. 9).
Therefore, this study analyzes the Chilean primary education curriculum (MINEDUC, 2018)
in order to identify links between stochastic education (specifically, the axis of Data and
Probabilities within the mathematics plans) and the thematic contents of the area of Natural
Sciences and History, Geography and Social Sciences (hereinafter Social Sciences). With
this, it is expected to contribute with useful information for the design of statistical and
probabilistic tasks in identified contexts of the aforementioned study areas with a focus on
sustainability.

EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)

Internationally, ESD is recognized as an important global agreement. It was discussed at the
three world summits on sustainable development: the United Nations Conference on
Environment and Development (UNCED) in 1992, in Rio de Janeiro; the World Summit on
Sustainable Development (WSSD) in 2002, in Johannesburg; and the United Nations
Conference on Sustainable Development (UNCSD) in 2012, in Rio de Janeiro. Thus, the
United Nations Decade of Education for Sustainable Development (DESD) (2005-2014)
aimed to integrate the principles and practices of sustainable development in all aspects of
education and learning to promote changes in knowledge, values and attitudes in order to
allow a more sustainable and just society for all. The Global Action Program on ESD,
endorsed by the 37th Session of the UNESCO General Conference, seeks to expand ESD on
the basis of the achievements of the Decade. Although progress has been made in terms of
sustainable development, sustainability has not been achieved globally (UNESCO, 2015).
For this reason, in 2012, the Rio +20 Conference on Sustainable Development took up the
issue, proposing to create a work team to establish guidelines and provide a sustainable
solution to situations that imply risk in the lives of people and the planet in the future. The
following year, the 17 SDGs (Table 1) that propose 169 targets (UNESCO, 2017) and their
link with ESD to achieve a better and more sustainable future for all (United Nations, 2019)
were presented.
SDGs Description
1. No poverty End poverty in all its forms everywhere
2. No hunger End hunger, achieve food security and improved nutrition, and promote
sustainable agriculture
3. Good health Ensure healthy lives and promote well-being for all at all ages
4. Quality education Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all

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5. Gender equality Achieve gender equality and empower all women and girls
6. Clean water and Ensure availability and sustainable management of water and sanitation for
sanitation all
7. Renewable energy Ensure access to affordable, reliable, sustainable and modern energy for all
8. Good jobs and Promote sustained, inclusive and sustainable economic growth, full and
economic growth productive employment and decent work for all
9. Innovation and Build resilient infrastructure, promote inclusive and sustainable
infrastructure industrialization, and foster innovation
10. Reduce Reduce income inequality within and among countries
inequalities
11. Sustainable cities Make cities and human settlements inclusive, safe, resilient, and sustainable
and communities
12. Responsible Ensure sustainable consumption and production patterns
consumption
13. Climate action Take urgent action to combat climate change and its impacts by regulating
emissions and promoting developments in renewable energy
14. Life below water Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
15. Life on land Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification, and halt and reverse
land degradation and halt biodiversity loss
16. Peace and justice Promote peaceful and inclusive societies for sustainable development,
provide access to justice for all and build effective, accountable and
inclusive institutions at all levels
17. Partnerships for Strengthen the means of implementation and revitalize the global
the goals partnership for sustainable development
Table 1: Description of the 17 Sustainable Development Goals (UNESCO, 2017, p. 6)
Currently, we live in the information age, in which it is essential that citizens have the
necessary knowledge to critically evaluate information in various contexts to give opinions
based on the data that arise from the problems of the daily life (Vallecillos & Batanero 1997;
Batanero, 2000; Gal, 2002; Vásquez, 2020; Vásquez, García-Alonso, 2020). For this,
according to Horton and Hardin (2015), it is important that individuals increase their
problem-solving skills using data in context. However, local, regional and global situations
impact differently on economic, social and environmental aspects (Engel, 2017). In addition
to being complex and uncertain, these situations can hardly be resolved through the basic
problem-solving processes based on a single strategy, which is the traditional way taught at
school, but through sustainable solutions that originate from a collaborative work among
sustainable citizens, who are active, transformative, and capable of thinking critically and
applying sustainability competencies in search of a sustainable society (Hedefalk et al., 2015;
Quelhas et al.,2019; Mumu et al., 2021).
ESD is inherent to the criterion of lifelong learning, so it can be implemented in formal
education (Eernstman & Wals, 2013) and at all educational levels, that is, from Early

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Childhood Education to Higher Education (Vare & Scott, 2007). In addition, ESD is holistic
and transformative, which not only integrates sustainable content within the curricula, but
also creates interactive and student-centered teaching and learning contexts. In this sense, an
action-oriented education is needed, emphasizing aspects such as self-taught learning,
participation and collaboration, orientation towards problems, interdisciplinarity (Bascopé et
al., 2019), and creating links between formal and informal learning. Likewise, it must be an
education capable of intensively addressing the different themes involved in the SDGs,
allowing students to develop the competencies of sustainability. To this end, UNESCO
(2017) proposes the need to address a set of key sustainability competencies that are
transversal to the 17 SDGs (Figure 1).

Figure 1: Relationship between key sustainability competencies and the SDGs. (Vásquez,
2020)
1) Systems thinking competence: skills to identify, analyze and deal with complex and
uncertain relationships and situations in different systems.
2) Anticipation competence: skills to evaluate multiple possible, probable and desirable
future scenarios that allows students to deal with the consequences of actions, risks and
changes.
3) Normative competence: skills to understand the rules of the underlying actions to negotiate
in a context of conflicts of interest that allows to develop the values, principles, objectives
and goals of sustainability.
4) Strategic competence: skills to collectively develop and implement innovative actions that
promote sustainability in context.

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5) Collaborative competence: skills to exercise empathy and empathic leadership to facilitate

collaborative and participatory problem solving.
6) Critical thinking competence: ability to question one's own values, norms, practices,
opinions and actions to adopt a position of sustainability.
7) Self-awareness competence: ability to reflect on the role that each one has in the local
community and in society.
8) Integrated problem-solving competence: general ability to apply the aforementioned
competencies in different settings to give equitable and sustainable problem solving.
These competencies are transversal, multifunctional and independent of the context, and
empower individuals to link them with the learning objectives involved in the different SDGs.
Since the SDGs are defined from the cognitive (knowledge and thinking required to
understand the specific SDG and the challenges involved to achieve it), socio-emotional
(includes social skills such as values, attitudes, and self-reflection to promote SDG) and
behavioral (describes the action competencies to achieve each SDG) domains, it is possible
to link the learning objectives (LOs) to the SDGs of the subjects that are being taught in
primary education. Since the LOs
“are objectives that define the expected terminal learning of a given subject for each
school year. The Learning Objectives refer to skills, attitudes and knowledge that seek
to promote the integral development of students. They are organized around the
general objectives established by the General Education Law for the field of
knowledge and culture” (MINEDUC, 2018, p.24).
Having said that, to show that it is possible to link LOs and SDGs, we portray Table 2 to
delineate each SDG from the cognitive domain of EDS.
SDG Cognitive learning objectives
1. The learner understands the concepts of extreme and relative poverty and is able to critically
reflect on their underlying cultural and normative assumptions and practices.
2. The learner knows about the local, national and global distribution of extreme poverty and
extreme wealth.
3. The learner knows about causes and impacts of poverty such as unequal distribution of resources
and power, colonization, conflicts, disasters caused by natural hazards and other climate change-
11
induced impacts, environmental degradation and technological disasters, and the lack of social
protection systems and measures.
4. The learner understands how extremes of poverty and extremes of wealth affect basic human
rights and needs.
5. The learner knows about poverty reduction strategies and measures and is able to distinguish
between deficit-based and strength-based approaches to addressing poverty.
1. The learner knows about hunger and malnutrition and their main physical and psychological
12
effects on human life, and about specific vulnerable groups.

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2. The learner knows about the amount and distribution of hunger and malnutrition locally,
nationally and globally, currently as well as historically.
3. The learner knows the main drivers and root causes for hunger at the individual, local, national
and global level.
4. The learner knows principles of sustainable agriculture and understands the need for legal rights
to have land and property as necessary conditions to promote it.
5. The learner understands the need for sustainable agriculture to combat hunger and malnutrition
worldwide and knows about other strategies to combat hunger, malnutrition and poor diets.
1. The learner knows conceptions of health, hygiene and well-being and can critically reflect on
them, including an understanding of the importance of gender in health and well-being.
2. The learner knows facts and figures about the most severe communicable and non-communicable
diseases, and the most vulnerable groups and regions concerning illness, disease and premature
death.
3. The learner understands the socio-political-economic dimensions of health and well-being and
knows about the effects of advertising and about strategies to promote health and well-being.
33
4. The learner understands the importance of mental health. The learner understands the negative
impacts of behaviors like xenophobia, discrimination and bullying on mental health and emotional
well-being and how addictions to alcohol, tobacco or other drugs cause harm to health and well-
being.
5. The learner knows relevant prevention strategies to foster positive physical and mental health and
well-being, including sexual and reproductive health and information as well as early warning and
risk reduction.
1. The learner understands the important role of education and lifelong learning opportunities for all
(formal, non-formal and informal learning) as main drivers of sustainable development, for
improving people’s lives and in achieving the SDGs.
2. The learner understands education as a public good, a global common good, a fundamental human
right and a basis for guaranteeing the realization of other rights.
44 3. The learner knows about inequality in access to and attainment of education, particularly between
girls and boys and in rural areas, and about reasons for a lack of equitable access to quality education
and lifelong learning opportunities.
4. The learner understands the important role of culture in achieving sustainability.
5. The learner understands that education can help create a more sustainable, equitable and peaceful
world.
1. The learner understands the concept of gender, gender equality and gender discrimination and
knows about all forms of gender discrimination, violence and inequality (e.g., harmful practices
such as female genital mutilation, honor killings and child marriage, unequal employment
opportunities and pay, language construction, traditional gender roles, gendered impact of natural
hazards) and understands the current and historical causes of gender inequality.
2. The learner understands the basic rights of women and girls, including their right to freedom from
exploitation and violence and their reproductive rights.
55 3. The learner understands levels of gender equality within their own country and culture in
comparison to global norms (while respecting cultural sensitivity), including the intersectionality of
gender with other social categories such as ability, religion and race.
4. The learner knows the opportunities and benefits provided by full gender equality and
participation in legislation and governance, including public budget allocation, the labor market and
public and private decision-making.
5. The learner understands the role of education, enabling technology and legislation in empowering
and ensuring the full participation of all genders.
1. The learner understands water as a fundamental condition of life itself, the importance of water
66
quality and quantity, and the causes, effects and consequences of water pollution and water scarcity.

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2. The learner understands that water is part of many different complex global interrelationships and
systems.
3. The learner knows about the global unequal distribution of access to safe drinking water and
sanitation facilities.
4. The learner understands the concept of “virtual water”.
5. The learner understands the concept of Integrated Water Resources Management (IWRM) and
other strategies for ensuring the availability and sustainable management of water and sanitation,
including flood and drought risk management.
1. The learner knows about different energy resources – renewable and non-renewable – and their
respective advantages and disadvantages including environmental impacts, health issues, usage,
safety and energy security, and their share in the energy mix at the local, national and global level.
2. The learner knows what energy is primarily used for in different regions of the world.
3. The learner understands the concept of energy efficiency and sufficiency and knows socio-
technical strategies and policies to achieve efficiency and sufficiency.
77
4. The learner understands how policies can influence the development of energy production,
supply, demand and usage.
5. The learner knows about harmful impacts of unsustainable energy production, understands how
renewable energy technologies can help to drive sustainable development and understands the need
for new and innovative technologies and especially technology transfer in collaborations between
countries.
1. The learner understands the concepts of sustained, inclusive and sustainable economic growth,
full and productive employment, and decent work, including the advancement of gender parity and
equality, and knows about alternative economic models and indicators.
2. The learner has knowledge about the distribution of formal employment rates per sector, informal
employment, and unemployment in different world regions or nations, and which social groups are
especially affected by unemployment.
3. The learner understands the relation between employment and economic growth and knows about
88
other moderating factors like a growing labor force or new technologies that substitute jobs.
4. The learner understands how low and decreasing wages for the labor force and very high wages
and profits of managers and owners or shareholders are leading to inequalities, poverty, civil unrest,
etc.
5. The learner understands how innovation, entrepreneurship and new job creation can contribute to
decent work and a sustainability-driven economy and to the decoupling of economic growth from
the impacts of natural hazards and environmental degradation.
1. The learner understands the concepts of sustainable infrastructure and industrialization and
society’s needs for a systemic approach to their development.
2. The learner understands the local, national and global challenges and conflicts in achieving
sustainability in infrastructure and industrialization.
3. The learner can define the term resilience in the context of infrastructure and spatial planning,
99 understanding key concepts such as modularity and diversity, and apply it to their local community
and nationwide.
4. The learner knows the pitfalls of unsustainable industrialization and in contrast knows examples
of resilient, inclusive, sustainable industrial development and the need for contingency planning.
5. The learner is aware of new opportunities and markets for sustainability innovation, resilient
infrastructure and industrial development.
1. The learner knows different dimensions of inequality, their interrelations and applicable statistics.
2. The learner knows indicators that measure and describe inequalities and understands their
110 relevance for decision-making.
3. The learner understands that inequality is a major driver for societal problems and individual
dissatisfaction.

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4. The learner understands local, national and global processes that both promote and hinder equality
(fiscal, wage, and social protection policies, corporate activities, etc.).
5. The learner understands ethical principles concerning equality and is aware of psychological
processes that foster discriminative behavior and decision making.
1. The learner understands basic physical, social and psychological human needs and is able to
identify how these needs are currently addressed in their own physical urban, peri-urban and rural
settlements.
2. The learner is able to evaluate and compare the sustainability of their and other settlements’
systems in meeting their needs particularly in the areas of food, energy, transport, water, safety,
waste treatment, inclusion and accessibility, education, integration of green spaces and disaster risk
111 reduction.
3. The learner understands the historical reasons for settlement patterns and while respecting cultural
heritage, understands the need to find compromises to develop improved sustainable systems.
4. The learner knows the basic principles of sustainable planning and building and can identify
opportunities for making their own area more sustainable and inclusive.
5. The learner understands the role of local decision-makers and participatory governance and the
importance of representing a sustainable voice in planning and policy for their area.
1. The learner understands how individual lifestyle choices influence social, economic and
environmental development.
2. The learner understands production and consumption patterns and value chains and the
interrelatedness of production and consumption (supply and demand, toxics, CO2 emissions, waste
generation, health, working conditions, poverty, etc.).
112
3. The learner knows roles, rights and duties of different actors in production and consumption
(media and advertising, enterprises, municipalities, legislation, consumers, etc.).
4. The learner knows about strategies and practices of sustainable production and consumption.
5. The learner understands dilemmas/trade-offs related to and system changes necessary for
achieving sustainable consumption and production.
1. The learner understands the greenhouse effect as a natural phenomenon caused by an insulating
layer of greenhouse gases.
2. The learner understands the current climate change as an anthropogenic phenomenon resulting
from increased greenhouse gas emissions.
3. The learner knows which human activities – on a global, national, local and individual level –
contribute most to climate change.
113
4. The learner knows about the main ecological, social, cultural and economic consequences of
climate change locally, nationally and globally and understands how these can themselves become
catalyzing, reinforcing factors for climate change.
5. The learner knows about prevention, mitigation and adaptation strategies at different levels
(global to individual) and for different contexts and their connections with disaster response and
disaster risk reduction.
1. The learner understands basic marine ecology, ecosystems, predator-prey relationships, etc.
2. The learner understands the connection of many people to the sea and the life it holds, including
the sea’s role as a provider of food, jobs and exciting opportunities.
3. The learner knows the basic premise of climate change and the role of the oceans in moderating
114 our climate.
4. The learner understands threats to ocean systems such as pollution and overfishing and recognizes
and can explain the relative fragility of many ocean ecosystems including coral reefs and hypoxic
dead zones.
5. The learner knows about opportunities for the sustainable use of living marine resources.
1. The learner understands basic ecology with reference to local and global ecosystems, identifying
115
local species and understanding the measure of biodiversity.

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2. The learner understands the manifold threats posed to biodiversity, including habitat loss,
deforestation, fragmentation, overexploitation and invasive species, and can relate these threats to
their local biodiversity.
3. The learner is able to classify the ecosystem services of the local ecosystems including supporting,
provisioning, regulating and cultural services and ecosystems services for disaster risk reduction.
4. The learner understands the slow regeneration of soil and the multiple threats that are destroying
and removing it much faster than it can replenish itself, such as poor farming or forestry practice.
5. The learner understands that realistic conservation strategies work outside pure nature reserves to
also improve legislation, restore degraded habitats and soils, connect wildlife corridors, sustainable
agriculture and forestry, and redress humanity’s relationship to wildlife.
1. The learner understands concepts of justice, inclusion and peace and their relationship to law.
2. The learner understands their local and national legislative and governance systems, how they
represent them and that they can be abused through corruption.
116 3. The learner is able to compare their system of justice with those of other countries.
4. The learner understands the importance of individuals and groups in upholding justice, inclusion
and peace and supporting strong institutions in their country and globally.
5. The learner understands the importance of the international human rights framework.
1. The learner understands global issues, including issues of financing for development, taxation,
debt and trade policies, and the interconnectedness and interdependency of different countries and
populations.
2. The learner understands the importance of global multi-stakeholder partnerships and the shared
accountability for sustainable development and knows examples of networks, institutions,
117
campaigns of global partnerships.
3. The learner knows the concepts of global governance and global citizenship.
4. The learner recognizes the importance of cooperation on and access to science, technology and
innovation, and knowledge sharing.
5. The learner knows concepts for measuring progress on sustainable development.
Table 2: Cognitive learning objectives of the 17 SDGs (UNESCO, 2017, p. 12-44)

CURRICULAR GUIDELINES FOR PRIMARY EDUCATION IN CHILE

Chilean boys and girls receive an education in accordance with the provisions of the
curricular bases for primary education (MINEDUC, 2018). These bases allow students of this
stage to develop critical and creative thinking and communication and reflection skills,
acquire the necessary autonomy to participate in society, and foster their ability to undertake
projects. For this, these curricular bases not only establish the Plans and Study Programs
organized around knowledge and skills to guarantee the learning required for all subjects,
such as Language and Communication, Mathematics, Natural Sciences, History, Geography
and Social Sciences, among others; but also uphold the transversal objectives included in the
2009 Curriculum Framework, which link up men, society and the education. In this sense,
these objectives must be effectively implemented in the educational processes to strengthen
the ethical formation of the students, guide the process of personal growth and self-
affirmation, and give them orientation on how to relate to others in the world (MME, 2012).
Likewise, they must organize LOs according to categories grouping them with greater
precision within the dimensions indicated in the General Law of Education of Chile (Law
No. 20710) and ensure the relevance of these objectives according to students' age. In this

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way, these objectives, as shown in table 3, are framed in the students' personal development
and moral and social behavior, and are applicable in the physical, affective, sociocultural,
spiritual and cognitive dimensions.
Dimension Transversal objectives

Encourage personal physical development and self-care in the context of valuing life and
Physical one's own body, through hygiene habits, risk prevention and healthy lifestyle habits.
Practice physical activity appropriate to own interests and abilities.
Acquire a positive sense of life, a healthy self-esteem and self-confidence based on
personal knowledge, both of its potentialities and its limitations.
Understand and appreciate the importance of affective, spiritual, ethical and social
Affective
dimensions for healthy sexual development.
Appreciate the social, emotional and spiritual importance of the family for the integral
development of its members and of the whole society.
Identify, process and synthesize information from various sources and organize relevant
information about a topic or problem.
Organize, classify, analyze, interpret and synthesize information and establish
relationships among the different learning subjects.
Cognitive Present ideas, opinions, convictions, feelings and experiences in a coherent and well-
founded way, making use of diverse and varied forms of expression.
Solve problems in a reflective way in the school, family and social environment, both
using models and routines and creatively applying concepts and criteria.
Design, plan and carry out projects.
Value life in society as an essential dimension of personal growth, and act in accordance
with values and norms of civic, peaceful and democratic coexistence, knowing one's
rights and responsibilities, and assuming commitments with oneself and with others.
Value commitment in relationships between people and when agreeing contracts: in
friendship, in love, in marriage, at work and when undertaking projects.
Participate in solidarity and responsibly in the activities and projects of the family, the
establishment and the community.
Sociocultural
Know and value the history and its actors, traditions, symbols, territorial and cultural
heritage of the nation in the context of an increasingly globalized and interdependent
world.
Recognize and respect equal rights between men and women and appreciate the
importance of developing relationships that enhance their equitable participation in
family economic, social and cultural life.
Protect the natural environment and its resources as a context for human development.
Responsibly exercise increasing degrees of freedom and personal autonomy in
accordance with values such as justice, truth, solidarity and honesty, respect, the common
good and generosity.
Know, respect and defend the equality of essential rights of all people, without
Moral
distinction of sex, age, physical condition, ethnicity, religion, economic situation, and
act in accordance with the ethical principle that recognizes that all human beings are born
free and equal in dignity and rights and endowed with reason and conscience, they must
behave fraternally with one another.

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Value the unique character of each human being and, therefore, the diversity that is
manifested among people, and develop the capacity for empathy with others.
Recognize and respect cultural, religious and ethnic diversity and ideas and beliefs
different from one's own in school, family and community spaces, recognizing dialogue
as a source of growth, overcoming differences and approaching the truth.
Recognize human finitude.
Spiritual
Recognize and reflect on the transcendent and / or religious dimension of human life.
Show interest in knowing reality and using knowledge.
Practice personal initiative, creativity and an entrepreneurial spirit in the personal, school
and community spheres.
Work as a team in a responsible way, building relationships based on mutual trust.
Proactivity and Understand and value perseverance, rigor and compliance, on one hand, demonstrate
work flexibility, originality, acceptance of advice and critics, on the other, take risks as
fundamental aspects in the development and successful completion of tasks and jobs.
Recognize the importance of work, both manual and intellectual, as a form of personal,
family and social development and of contribution to the common good, valuing the
essential dignity of all work and the eminent value of the person who performs it.
Search, access and evaluate the quality and relevance of information from various virtual
sources.
Use ICTs that solve information needs, accomplishing communication, expression and
Informatio creation within the immediate educational and social environment.
n and Use applications to present, represent, analyze and model information and situations,
communic communicate ideas and arguments, and understand and solve problems efficiently and
ation effectively, taking advantage of multiple media (text, image, audio and video).
technologie Participate in virtual communication networks and citizen information networks with
s (ICTs) creative and relevant contributions.
Make a conscious and responsible use of ICTs, applying criteria of self-care and care of
others in virtual communication and respecting the right to privacy and intellectual
property.
Table 3: Transversal objectives of the Curricular Bases by dimensions (MINEDUC, 2018,
p.31)

On the other hand, the LOs by level and subject correspond to the expected terminal learning
at a given level and subject. These LOs refer to skills, knowledge and attitudes. According to
MINEDUC (2012):
“Skills are abilities to perform tasks and to solve problems with precision and
adaptability. The knowledge corresponds to concepts, concept networks and
information about facts, processes, procedures and operations. Attitudes are
dispositions learned to respond, in a favorable or unfavorable way, to objects, ideas
or people; include affective, cognitive and evaluative components that incline people
to certain types of actions” (MINEDUC, 2012, p. 22).
Due to the objective of this study and what was explained above, the LOs of the Data and
Probabilities axis of Mathematics, Natural Sciences and Social Sciences are characterized

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below. According to MINEDUC (2018), the LOs for the teaching of mathematics, in
particular the axis of Data and Probabilities, for primary education students correspond to
their first approach to the study of statistics and probability, where collecting data about
situations about themselves and the environment is suggested. Therefore, it is essential that
the content of this axis be worked from a real context and close to the students. In other
words, these contexts could be a social, economic and environmental situation that is related
to the LOs of the different curricular subjects, such as, for example, Natural Sciences and
Social Sciences.
As for the Natural Sciences LOs, these are focused on the scientific literacy of students in
order to promote the understanding of the great ideas of science, the management of the
scientific method and the acquisition of scientific thinking skills and scientific attitudes such
as: responsibility, teamwork, respect and permanent interest in the facts of the natural
environment. The development of these LOs will help literate students scientifically, that is,
to be able to apply the great ideas of science to everyday experiences, in addition to
interpreting situations or phenomena based on data processed with the use of ICTs (Carrión-
Martínez et al., 2020). In short, it is about providing them with opportunities to link their
study to the use of ICTs, which will lead to the development of various projects and activities
in all stages of scientific learning (Bascopé et al. 2019).
The LOs of the Social Sciences subject aim at helping students acquire a sense of identity
and belonging to society, based on the recognition of their community and respect for others,
themselves, and diversities, in a way that they can interact and consolidate ties with the
society.
MATERIALS AND METHODS
The objective of this study is to identify links between stochastic education (particularly, the
Data and Probabilities axis of the Mathematics subject) and the thematic contents of Natural
Sciences and Social Sciences in the Chilean primary education curriculum. For this, it was
necessary to carry out an approximation by means of an exploratory qualitative descriptive
methodology and through the design of content analysis (Ynoub, 2016).
Sample and unit of analysis
The sample is intentional. The LOs of the study plans and programs of the eight levels of
primary education (from the first to the eighth level) of Mathematics (axis of Data and
Probabilities), Natural Sciences and Social Sciences published by the Ministry of Education
of Chile (2012) were selected as the units of analysis, involving, in total, 24 plans and
programs.

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Analysis Category
Due to the above, the following categories of analysis were established:
1. Nexus among stochastic education, Natural Sciences and Social Sciences: This
association is determined when a stochastic education LO at one level can be taught
from a context identified in a Natural or Social Sciences LO at the same level.
2. Nexus between the cognitive descriptors of the 17 SDGs (table 2) and the LOs of
Natural Sciences and Social Sciences.
Analysis procedure
To carry out this research, the units of analysis of each of the study plans and programs were
first identified (Table 4). Subsequently, a content analysis was performed based on the
categories described above, which were systematically and objectively identified (Vásquez,
2020; Vásquez & García-Alonso, 2020) by using Microsoft Excel spreadsheet. For this, first,
the LOs of all Natural Sciences and Social Sciences plans and programs were examined, and
all those that denoted a link with the LOs of Data and Probabilities were selected. Second,
those selected Natural Sciences and Social Sciences LOs that provide a context to develop
the cognitive concept of some SDGs (see Table 2) were identified.
Selected pages of the
Selected pages of the Social Selected pages of the Natural
Level mathematics study program
Sciences study program Sciences study program
(Data and Probabilities axis)

42,105,119,129,136,138,182. 59,65,73,79,86,95,97,104,111,116, 56,58,69,79,85,91,120,121,125,12

1st
123,135,141 8,129

116,125,136,137,142,143 59,67,70,78,84,85,87,92,95,96,97, 59,66,84,86,94,89,85,91,96,104,10

2nd 102,104,121,112,122,128,129,131, 8,136,130,131,141,145
136,139

117,130,118,137,133,132 80,97,110,104,138,147,153 42,105,119,125,134,135,139,137,1

3rd
40

129,136,140 62,72,91,103,108,115,124,128,137, 117,125,128,138,143,148

4th
139

142,148,150,143,152,144 84,94,98,101,61,69,71,77,113,122, 58,59,60,62,64,72,74,7783,89,106,

5th 126,140,142,145,149,141,62,66,71 107,111,113,117,118,126,135
,141,143

132,137,139,143,144 65,70,74,76,78,80,130,131,144,14 61,62,76,83,96,97,100,101,102,10

6th 8,164,166,174,177 5,106,114,115,119,121,123,126,12
7,129

164,165,166,169,172,175 47,68,84,86,137,225,255,256,304, 30,31,33,66,68,82,83,84,101,123,1

7th
306,308,316,319,322,325,328,334, 25,137,185,210,231,257,308

58,169,170,176,180,184,186,188 30,200,203,208,276,363,364,367,3 81,83,111,114,122,135,151

8th
77,423

Table 4: Selected pages of Chilean study programs at each level and subject

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From here on, an example of the data analysis process is shown:

Data and Probabilities from First level Mathematics Plan

LO__19. Collect and record data to answer statistical

questions about oneself and the surroundings,
using blocks, tally tables, and pictograms.

Categorization
First level Natural Sciences Plan process 1
LO__5. Recognize and compare various plants and
animals of our country, considering the observable
characteristics and proposing measures for their
care.

SDG 15 Categorization
process 2

Figure 2: Nexus categorization process

The figure shows that LO 19 of the Data and Probabilities axis at the first level can be linked
with LO 5 of the Natural Sciences plan and program at the same level. At the same time, LO
5 is also linked to the first cognitive descriptor of the ODS15. In other words, LO 19:
“recognizing and comparing various plants and animals in our country, considering the
observable characteristics and proposing measures for their care” has been one of the LOs
identified in the first level Natural Sciences because it is linked to “identifying local species”
(SDG 15 cognitive descriptors, Table 2).
RESULTS
The results are comprised of three parts. First, showing the results related to the first category,
specifically the nexuses between stochastic education and Natural Sciences. Secondly,
showing the results related to the first category, this time, the nexuses between stochastic
education and Social Sciences. Subsequently, showing the results related to the second
category, which means the nexuses between the results obtained in the first category and the
SDGs.

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Nexuses between stochastic education and Natural Sciences

The analysis of the data showed 66 nexuses between the LOs of stochastic education and the
LOs of Natural Sciences. Likewise, it could be observed that most nexuses were found (20
nexuses) at the fifth level, while at the eighth level the least nexuses were found (4 nexuses).
Below, figures 3 and 4 show some examples of the identified nexuses.
LO.11. Describe and record the daily cycle and the
differences between day and night, based on the
LO.19. Collect and record data to
observation of the Sun, the Moon, the stars and the
answer statistical questions about
oneself and the surroundings, using luminosity of the sky, among others, and their effects on
blocks, tally tables, and pictograms. living beings and the environment.

LO.12. Describe and communicate the changes in the

LO of Data and Probabilities cycle of the seasons and their effects on living beings
and the environment.

LOs of Natural Sciences

Figure 3: Data and Probabilities LO that links with Natural Sciences LOs at the first level

LO.5. Show that they understand the measures of LO.3. Explain, through
position, percentiles, and quartiles: experimentation, the mechanisms
• Identifying the population that is above or of particle exchange between the
below the percentile.
cell (in animals and plants) and
• Representing them with diagrams, including
the box diagram, with manual and/or with their environment by diffusion
educational software. and osmosis.
• Using them to compare populations.

LO of Data and Probabilities LO of Natural Sciences

Figure 4: Data and Probabilities LO that links with Natural Sciences LO at the eighth level

Nexuses between stochastic education and Social Sciences

The analysis of the data showed the existence of 65 nexuses between the LOs of stochastic
education and the LOs of Social Sciences. Likewise, it could be observed that the most
nexuses were found (17 links) at the fifth level, while at the eighth level there were the least
nexuses (2 links). Figures 5 and 6 blow show some examples of the identified nexuses.

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LO.19. Collect and record data to LO.3. Register and communicate information about
answer statistical questions about elements that are part of one's personal identity (name,
oneself and the surroundings, using date of birth, place of origin, ancestry, tastes, interests,
blocks, tally tables, and pictograms. friends and others) to recognize one's individual
characteristics.

LO of Data and Probabilities

LO of Social Sciences

Figure 5: Data and Probabilities LO that links with Social Sciences LO at the first level

LO.25. Conduct surveys, analyze LO.17. Design and actively participate in a group
data, and compare with the results of project that solves a problem in the school community;
random samples, using tables and for example, recycling garbage, excessive noise,
graphs. organizing shifts, reading or entertaining younger
students, etc.

LO of Data and Probabilities LO of Social Sciences

Figure 6: Data and Probabilities LO that links with Social Sciences LO at the fourth level

Nexuses between the results obtained in the first category and the SDGs
Once the previous nexuses had been identified, the next step is to identify those LOs of
Natural Sciences and Social Sciences that, at the same time, had nexuses with the SDGs.
(Figures 7 and 8).
LO.5. Recognize and compare various SDG15. Identify local
plants and animals of the country, species and understand
LO.19. Collect and record considering the observable characteristics the measure of
data to answer statistical and proposing measures for their care. biodiversity.
questions about oneself
and surroundings, using
blocks, tally tables, and
LO.7. Describe, model, and practice healthy SDG3. Relevant
pictograms.
lifestyle habits to maintain the healthy body prevention strategies to
and prevent diseases (physical activity, body promote physical, mental
cleaning, washing of food and healthy and sexual health and
LO of Data and Probabilities eating, among others). well-being.

LO of Natural Sciences SDGs with their cognitive

descriptors

Figure7: Data and Probabilities LO that links with Natural Sciences LOs at the first level,
and with SDGs

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LO.4. Obtain and communicate aspects of SDG11. Historical reasons for

the history of one's own family and its settlement patterns and,
LO.20. Construct, read and characteristics, such as customs, traditions, respecting cultural heritage.
interpret pictograms. rituals, festivals, memories and roles played
by the different members of one's own
family group, by asking questions to adults
LO of Data and Probabilities in the immediate surroundings.
SDG with its cognitive
descriptor
LO of Social Sciences

Figure 8: Data and Probabilities LO that links with Social Sciences LO at the first level, and
with SDGs

Thus, Table 5 shows the results obtained based on the second category of analysis, that is,
the nexuses between the LOs of Natural Sciences and the SDGs.
Level
SDGs
1st 2nd 3rd 4th 5th 6th 7th 8th Total %
SDG1 0 0
SDG2 3 4 7 6,0%
SDG3 2 8 1 11 6 2 30 25,6%
SDG4 0 0,0%
SDG5 2 2 1,7%
SDG6 3 2 1 2 8 6,8%
SDG7 2 2 3 3 10 8,5%
SDG8 0 0,0%
SDG9 3 1 1 5 4,3%
SDG10 0 0,0%
SDG11 2 5 2 9 7,7%
SDG12 2 1 7 4 14 12,0%
SDG13 3 1 3 7 6,0%
SDG14 5 1 6 12 10,3%
SDG15 2 5 3 3 13 11,1%
SDG16 0 0,0%

SDG17 0 0,0%

Total 6 16 17 10 47 18 3 0 117 100,0%

% 5,1% 13,7% 14,5% 8,5% 40,2% 15,4% 2,6% 0,0% 100,0% 100,0%
Table 5: SDGs linked to the LOs of Natural Sciences and the LOs of Data and Probabilities
from the first to the eighth level mathematics plans.

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Table 5 shows 117 nexuses among the SDGs and the selected LOs of the Natural Sciences
curriculum. In this line, as shown in figure 9, SDG 1, 4, 8, 10, 16, 17 do not show any nexuses,
while SDG 3 shows nexus with the 1st, 3rd, 4th, 5th, 6th, and 7th levels.

Figure 9: Percentage of SDGs identified in the Natural Sciences curriculum

In figure 10, it is evident that the eighth level is the one that does not link with any SDG. On
the other hand, the fifth level is the one with the most LOs linked to SDGs (42%); at the same
time, it has the highest number of linked SDGs (10 out of 17 SDGs, except for SDGs 1, 4, 5,
8.10, 16, 17).

Figure 10: Percentage of the identified SDGs in terms of the LOs of the Natural Sciences at
different levels

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Likewise, table 6 shows the nexuses between the LOs of Social Sciences and the SDGs, there
are 40 nexuses between the different SDGs and the LOs selected from the Social Sciences
curriculum.
Level
SDGs
1st 2nd 3rd 4th 5th 6th 7th 8th Total %
SDG1 0 0
SDG2 0 0
SDG3 1 1 2,5%
SDG4 2 1 3 7,5%
SDG5 1 1 1 3 7,5%
SDG6 0 0,0%

SDG7 2 2 5,0%

SDG8 3 1 4 10,0%
SDG9 0 0,0%
SDG10 3 1 4 10,0%
SDG11 4 2 2 1 1 10 25,0%
SDG12 3 3 7,5%
SDG13 2 2 5,0%
SDG14 1 1 2,5%
SDG15 1 1 2,5%
SDG16 1 5 6 15,0%
SDG17 0 0,0%
Total 8 4 6 2 9 1 8 2 40 100,0%
% 20,0% 10,0% 15,0% 5,0% 22,5% 2,5% 20,0% 5,0% 100,0% 100,0%

Table 6: SDGs linked to the LOs of Social Science and the LOs of Data and Probabilities
from the first to the eighth level mathematics plans
The results show that not all the SDGs are approachable with the Data and Probability LOs
in the context of the Social Sciences subject. As shown in figure 11, in case of SDG 1, 2, 5,
6, 9, and 17, there are no any nexuses. On the other hand, SDG 11 shows a greater number
of nexuses with the LOs of 1st, 2nd, 4th, 5th, 7th levels. Likewise, it is also the one with the
highest frequency of nexuses (25%) with the Social Sciences LOs.

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Figure11: Percentage of the SDGs identified in the Social Sciences curriculum

As shown in figure 12, all of the levels have nexus with the SDGs. Moreover, the fifth level
is the one with the highest frequency of nexuses with the different SDGs (22.5%).

Figure 12: Percentage of the SDGs identified in terms of the LOs of the Social Sciences levels
From table 5 and 6, it is evident that the Social and Natural Sciences curricula provide
favorable contexts for students to address stochastic issues related to the SDGs from the first
to the eighth level of primary education. However, it should be noted that not all LOs manage
to link to the SDGs. In light of the results, the difficulty of linking some LOs from the
stochastic education field is highlighted, given their specificity, which limits their nexus with
the context of the Natural Sciences and/or Social Sciences that are addressed at different
school levels. Table 4 shows the LOs that represent the aforementioned difficulty.

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Level Los
20. Collect and register data to answer statistical questions about dice and coin games, using blocks
and tally tables and pictograms.
2nd
21. Register, in charts and simple bar graphs, the results of random games with dice and coins.
24. Register and order data obtained from random games with dice and coins, finding the smallest,
3rd
the largest and estimating the midpoint between them.
Table 7: Data and Probability LOs that are not linked to Natural and Social Sciences LOs
at the same level
Given that second and third level LOs are situated in a specific context of random play with
dice or coins, it is difficult to make an explicit link with context in the field of Natural and/or
Social Sciences.

CONCLUSIONS
The present study set out to establish links among the learning objectives of stochastic
education, Natural Sciences and Social Sciences of the Chilean curriculum and, based on this,
to establish links with ESD of Chilean primary education at the levels.
Upon the results, it is observed that the LOs of the stochastic topics of the mathematics
curriculum are linked to the Natural Sciences and Social Sciences curricula, allowing ESD to
be developed in an interdisciplinary way (with these two subjects and stochastic topics).
Specifically, the first to the eighth level of primary education offer context to address SDG 3
and SDG9 in their Natural Sciences LOs; and SDG4, SDG5, SDG8 and SDG10 in Social
Sciences LOs.
Considering the particularities of the LOs of these subjects and the cognitive dimension
transversal objective that intends to “organize, classify, analyze, interpret and synthesize the
information and establish relationships among the different learning subjects” (MINEDUC,
2018, p.29), we highlight the opportunity offered by the curricular bases for primary
education in Chile, and the interest of this study in establishing more clearly the nexuses that
the Data and Probabilities axis may have with another area of study. Specifically, recognizing
how the Social and Natural Sciences can provide an interesting context to address Data and
Probabilities from an educational point of view for sustainable development, in addition, it
has been confirmed that the Social and Natural Sciences curricula promote contexts so that
students can link ESD with stochastic education, (Alsina & Mulá 2019; Vásquez, 2020).
There is an example:
To address LO19 of the data and probability axis (collect and record data to answer statistical
questions about oneself and the environment, using blocks, tally charts, and pictograms) in
class, the teacher can present a contextualized problem regarding Chilean children obesity.

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Since this allows interdisciplinary work in the context of LO7 of the Natural Sciences
curriculum and formulates preventive strategies to address SDG3 from the cognitive
dimension. First, the teacher can tell the students what obesity is, its cause, and its
consequence. The next step is to ask the children to measure their classmates' weight and
height, help them key in the data in a spreadsheet with incorporated BMI (body mass index)
formula to obtain each one's nutritional status, such as [severe malnutrition], [potential
malnutrition], [weight within normal range] among others. And finally, make an anonymous
chart to illustrate the number of underweight, average weight, overweight, obese or severely
obese and discuss how to face obesity and have a healthy life. With this in-class activity, the
children can acquire stochastic abilities and become aware of their health conditions.
In this sense, teachers have to appreciate this interdisciplinary link between ESD and
stochastic education to help students acquire knowledge and transversal competences to
promote the sustainable development.
Consequently, it is observable that the development of ESD from the cognitive domain,
contextualization and the integration of these subjects and stochastic education allow
statistical and probabilistic literacy, as well as the formation of sustainability competencies
(Alsina & Mulá, 2019; Vásquez & García-Alonso, 2020; Vásquez, 2020).
In subsequent studies, it will be necessary to address more precisely the characteristics that
primary education teachers initial and continuing training programs should have in order to
move towards Education for Sustainable Development in the school classroom, as well as to
analyze more precisely the necessary aspects for teachers to acquire specialized knowledge
that contributes to promoting sustainability competencies. The above makes even more sense,
if we consider that primary education teachers do not have the necessary tools to incorporate
ESD through general mathematics education and, in particular, through stochastic education
(Vásquez, Seckel & Alsina, 2020; Vásquez & García-Alonso, 2020).
SPECIAL THANKS
This work was carried out within the framework of the UCM internal scholarship and
FONDECYT project No. 1200356 financed by the National Research and Development
Agency of the Government of Chile.

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4.0). This license allows re-users to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial
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license the modified material under identical terms.