<![CDATA[Background: The escalating ecological crisis has emphasized the need for education systems to actively contribute to sustainable development. Despite this, mathematics education has yet to be systematically theorized or integrated into sustainability agendas, particularly within African contexts. Aims: This study critically synthesizes eco-mathematics pedagogy as a transformative approach to teaching mathematics for sustainability, with special attention to its alignment with African Indigenous Knowledge Systems (IKS). Methods: Employing an interpretivist paradigm, this research uses a critical qualitative synthesis design grounded in critical mathematics education, ethnomathematics, and decolonial theory. Data were analyzed through inductive thematic synthesis and critical discourse analysis, drawing exclusively on peer-reviewed empirical studies, curriculum frameworks, and policy documents. Results: Findings reveal a continuum of eco-mathematics practices, from superficial environmental contextualization to radical, community-based pedagogies rooted in IKS. While IKS integration supports enhanced learning, persistent challenges include limited teacher preparation, inflexible curricula, and insufficient culturally relevant resources, which affect student engagement, critical thinking, and ecological awareness. Conclusion: Sustainability-oriented mathematics education that leverages Indigenous epistemologies can reposition mathematics as central to socio-ecological transformation in Africa. This synthesis provides evidence-informed guidance for curriculum revision, teacher training, and policy coherence, contributing to the development of eco-mathematics as a decolonial and socially just pedagogy.]]>
Copyrights © 2026
