Teaching Mathematics and Sustainability (A narration of a rough journey)
Henrik Shahgholian
TL;DR
This note discusses the design and implementation of a graduate course that integrates mathematics with sustainability to raise awareness among mathematics students. It details the curricular structure, thematic scope (climate, ecosystems, pollution, energy, tipping points), and the use of hands-on problem-solving, seminars, and group projects aligned with the UN SDGs. The author highlights challenges such as literature scarcity, group dynamics, and AI-assisted collaboration, and argues for greater interdisciplinary engagement and development of mathematical tools to address sustainability. The work demonstrates the feasibility and potential impact of interdisciplinary math-sustainability education as a foundation for informed, quantitative decision-making in complex social-ecological systems.
Abstract
This note presents reflections drawn from my recent experiences in teaching a course on mathematics and sustainability, with a particular emphasis on raising awareness of the topic and its broader implications. The lectures were structured to bridge conceptual understanding with practical engagement--combining mathematical modeling, critical discussion, and case studies on real-world sustainability challenges. Much of the actual work was done through interactive problem-solving sessions, group discussions, and short projects where students explored how quantitative reasoning can inform sustainable decision-making. The aim was not only to convey technical tools, but also to cultivate a deeper appreciation of how mathematics can serve as a framework for interpreting and addressing complex societal issues.