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Using Geiger et al.’s critical mathematical thinking framework, the study finds that justice-oriented tasks in mathematics should incorporate elements that deliberately promote empathy and compassion. It also addresses the lack of teacher guidance for such pedagogies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Justice  \nVince Geiger  \nAustralian Catholic University [vincent.geiger@acu.edu.au](vincent.geiger@acu.edu.au)  \nGabriele Kaiser  \nUniversity of Hamburg [gabriele.kaiser@uni-hamburg.de](gabriele.kaiser@uni-hamburg.de)  \nKim Beswick University of New South Wales [kim.beswick63@gmail.com](kim.beswick63@gmail.com)  \nThorsten Scheiner Australian Catholic University [thorsten.scheiner@acu.edu.au](thorsten.scheiner@acu.edu.au)  \nJill Fielding University of New England [Jill.Fielding@une.edu.au](Jill.Fielding@une.edu.au)  \nMirjam Schmid Australian Catholic University [Mirjam.Schmid@acu.edu.au](Mirjam.Schmid@acu.edu.au)  \nIn this paper, we raise questions about the role of student empathy and compassion when engaging with social and environmental justice issues—significant in a world where challenges associated with such disruptions are faced daily. We draw on data from a larger, nationally funded study on enabling students ’ critical mathematical thinking.  \nThese data were collected in a Year 10 classroom, where a task related to the current Australian housing crisis was implemented. Data were analysed using Geiger et al’s critical mathematical thinking framework. Findings suggest that implementation of such tasks must include elements that promote student empathy and compassion.  \nIntroduction  \nThere is growing realisation that students must be empowered to understand and respond to the challenges ofthe Anthropocene (Watson & Smith, 2022), including the impacts of global warming and social inequality. This empowerment is crucial when forming judgements and making decisions as informed, responsible, and critical citizens (Geiger et al., 2023b) . Such judgements and decisions should not be a product of rationality alone but must account for consequences that impact humans, other species, and the planet more broadly (e.g., Geiger, in press)—requiring thinking for the greater good. Engaging such thinking involves the capacity to empathise (understanding others' experiences/perspectives) and feel compassion (concern for others' suffering and desire to alleviate it) (e.g., Blue et al., 2018), as responsible decisionmaking draws on an entanglement of rational, empathetic, and compassionate practices. Further, research in mathematics education has highlighted the entailment of emotions and emotionally charged beliefs (Beswick, 2018), that drawing upon students’ empathy and compassion, has potential to enhance their mathematics learning. There is, however, little guidance for teachers regarding pedagogies that support students’ engagement with the range of thinking and emotional capacities such thinking demands.  \nHow teachers can support students’ rational, empathetic, and compassionate practices is a key question in the development of informed and responsible decision-making capabilities that draw on mathematics. In this paper we begin a response to the following research question:  \nHow can teachers support students’ rational, empathetic, and compassionate practices when using mathematics to address tasks related to socio-ecological disruption?  \nIn addressing these questions, we present a synthesis of relevant research literature, and describe the theoretical framework used to direct research activity, including data collection and analysis. We then outline the methodological approach including the task used to catalyse student discussion, mathematical activity, and decision-making. Finally, we reflect on the role of teachers in supporting students’ rational, empathetic, and compassionate practices when using mathematics to address tasks related to socio-ecological disruption.  \nCompassion, Empathy, and Socio-Mathematical Norms  \nResponses to the consequences of socio-ecological disruptions require not only rational  \nprocesses, for example, attention to statistical analysis and logistics, but must also accommodate the needs of citizens ","cbCaiavMJ9RYCCYk","https://ap.wps.com/l/cbCaiavMJ9RYCCYk","pdf",344201,"English","# Introduction\n## Compassion, Empathy, and Socio-Mathematical Norms\n## Teaching and Learning in Relation to Socio-Ecological Disruption","[{\"question\":\"What research question does the paper focus on?\",\"answer\":\"It asks how teachers can support students’ rational, empathetic, and compassionate practices when using mathematics to address tasks related to socio-ecological disruption.\"},{\"question\":\"What data and classroom task are analyzed?\",\"answer\":\"The paper uses data from a nationally funded study, collected in a Year 10 classroom using a task connected to the Australian housing crisis.\"},{\"question\":\"What do the findings suggest for justice-related mathematics tasks?\",\"answer\":\"The findings indicate that such tasks should include elements that promote students’ empathy and compassion, not only rational processing.\"}]","The Role of Compassion and Empathy When Engaging With Tasks Concerned With Social and Environmental Justice | PDF",1792057104]