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Socio-ecological and spatial knowledge involved in schoolchildren’s descriptions and mappings of an environmental emergency region in México
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DOI：10.1007/s10649-026-10541-1.png)
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Abstract
En 中文
In this article, we analyze children’s descriptions and graphic representations of a region severely affected by industrial pollution. We also examine the mathematical spatial relations used by the children in these representations of the region they inhabit. Our data come from magazines created by these children as well as mapping activities that we conducted. The magazines were part of the Atoyac River Memorial Museum—a collaborative project carried out in the state of Tlaxcala, México, between teachers, members of a community organization, and education and environmental sciences researchers. The mapping activities were done with children from three schools located in different towns along the Atoyac River Basin. We examine the magazines and maps through a theoretical framework that brings together two perspectives: (1) land-based education, developed in dialogue with critical geography, and (2) mathematics education focused on the study of physical space. On the one hand, we show that the children expressed diverse points of view on the river basin they inhabit that are strongly related to their life experiences, including conversations with their elders. On the other hand, as the children were representing their territorial views during the mapping processes, several discussions emerged about the resemblance between their towns and their maps, mobilizing a wide variety of mathematical spatial relations. This article contributes to incorporating children’s views into territorial studies, which tend to focus on adults, and to integrating the presence of people—along with their stories, relationships, and symbolic world—into studies on representing physical space with maps.
Keywords:
Mathematical spatial knowledge
Socio-ecological crises
Critical geography
Maps and mappings
Land-based education
Sustainability
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