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Education for Sustainable Development (ESD) attempts to improve the abilities of the world's next generation to maintain the sustainability of the environmental in the future. ESD focuses on improving and increasing students' individual competencies, allowing them to contribute and participate in the sustainable development process in a variety of ways. The School for Sustainable Development (ESD) method is critical for instilling knowledge in education and is a concrete step for the government to address current environmental issues. ESD has been mentioned in various studies, including: 1) environmental education; 2) global education/education for global responsibility; and 3) global education/education for global duty; 3) civic/political education; 4) anti-violence and anti-racism education; 5) health education; and several contributions in the ESD literature that highlight skills and mindsets as a way to empower individuals to initiate and make changes. In practice, this means allowing students to assess their own awareness. ESD competencies can be incorporated into the classroom. The study's findings revealed that social, environmental, and economic indicators obtained the highest percentage on economic indicators, with an acquisition of 83 percent, followed by social indicators, with an acquisition of 80 percent, and environmental indicators, with an acquisition of 79%. [ABSTRACT FROM AUTHOR]

REPORT ON: This working group is a consistent space for equipping, informing, and challenging mathematics education researchers to "frame equity as a continually evolving process of growth". Since its inception this working group has continued to productively orient, inspire, and organize mathematics education researchers to move toward outcomes in our field that prioritize anti-racist mathematics education as a mechanism for change. The challenge of this working group remains one of moving from collective reflections around issues of equity and diversity in mathematics education to actions that become catalysts for change. We acknowledge that this year's call for "productive struggle" is necessary, however it needs people and community to support such efforts. [ABSTRACT FROM AUTHOR]

This working group, which is a continuation of a regular working group space dedicated to goals of equity at PME-NA since 2009, invites scholars actively engaged in antiracist research and teaching practices to come together to strategize around how to respond to choques and dissonance to work towards harmony. This year, the aim is to dismantle or deconstruct instances of dissonance and harmony that have emerged from a choque, or a confrontation within our field. [ABSTRACT FROM AUTHOR]

This working group is a consistent space for equipping, informing, and challenging mathematics education researchers to "frame equity as a continually evolving process of growth". Since its inception this working group has continued to productively orient, inspire, and organize mathematics education researchers to move toward outcomes in our field that prioritize antiracist mathematics education as a mechanism for change. The challenge of this working group remains one of moving from collective reflections around issues of equity and diversity in mathematics education to actions that become catalysts for change. We acknowledge that this year's call for "productive struggle" is necessary, however it needs people and community to support such efforts. [ABSTRACT FROM AUTHOR]