This proposed project confronts mathematics teaching and learning through issues related to sustainability, data literacy and big data. For instance, There is no shortage of global issues requiring urgent attention: more than 65 million people worldwide are displaced (UNHCR, 2016); 9 of the 10 warmest years on record have occurred since 2000 (NASA, 2017); 1 person in 10 worldwide lacks access to safe drinking water (WHO, 2015). Addressing such complex issues requires engaging with various stakeholders (e.g. students, teachers, communities) across multiple perspectives (e.g., political, social, economic, cultural) and fields (e.g., STEM, humanities, arts). Teaching Mathematics for sustainable development is one approach to prepare students and teachers for both reading (understanding) and writing (transforming) the world with mathematics (Gutstein, 2006). This brings 21st century skills such as critical thinking, ethics and social responsibility (Ananiadou & Claro, 2009) to issues set within multidisciplinary STEM contexts. However, our literature search revealed that little is known about what is involved in teaching or learning to teach mathematics using big data sources to educate students on issues of Sustainable Development Goals (SDGs) and Sustainability. While the official and academic databases continue to play important roles for storing big data, it can be predicted that in the near future many new big data sources will be available at higher speeds (Karen et al. 2020). Schoolteachers need to be aware about the limits and opportunities in utilizing those emerging data sets in mathematics classroom contexts. The overarching goal of this project is to explore innovative ways to teach students the application of mathematical concepts in the use of big data to inquire about real-world issues in connection with Sustainable Development Goals (SDGs) and sustainability. The SDGs are universal goals for all people and are inherently global in nature. Learning about these initiatives through mathematics draws students’ attention, and helps develop insights into socio-economic and political issues within their local communities and around the world, such as lack of access to clean water, gender equality etc. (UNESCO, 2015). These issues are inseparable from “culture, and to truly understand the SDGs and other sustainability related issues, students need to learn about their communities and the world around them” (4 Reasons to Teach the Sustainable Development Goals, para. 4). We see integration of big data and mathematics concepts as a context for students to learn about their local communities and the world around them, explore and become agents of change on issues related to sustainable development goals and sustainability (beyond ecological and environmental).