Abstract The application of mathematics to address sustainability issues across various aspects of human activity is essential. However, many students face challenges in using mathematics technology programs such as GeoGebra, Cabri Géomètre and Geometric Scratchpad. This study highlights the importance of integrating sustainable development technology standards into middle‐stage mathematics curricula. It seeks to answer the question: ‘How can sustainable technology development be achieved in mathematics curricula?’ It introduces mathematical problems that address environmental, social and economic challenges through technology to promote the concept of green mathematics. To achieve this aim, the researcher examined the mathematics curricula of the three middle‐stage grades during the 2022–2023 academic year. A comprehensive list of 168 sustainable technology requirements was developed: 62 in seven units of the first grade, 54 in ten units of the second grade and 52 in ten units of the third grade. A survey was conducted to find out the opinions of teachers about integrating the requirements of technological sustainability into the mathematics curriculum for the preparatory stage, and another survey regarding the opinions of teachers about the application of technological sustainability in the mathematics curriculum. In this application, realistic, tangible mathematical problems and activities that address sustainability problems were integrated into the lessons and solved using technology. Students were encouraged to analyse real data by having them present the estimating energy consumption of school lights and proposing energy‐saving alternatives project.
Shaimaa Samir Anwer Hemeda (Thu,) studied this question.