Internationalisation and Globalisation in Mathematics and Science Education

ISBN-13: 9781402059070 / Angielski / Twarda / 2007 / 542 str.

B. Atweh; Bill Atweh; Angela Calabrese Barton

Opis

This book aims to develop theoretical frameworks of the phenomena of internationalisation and globalisation and identify related ethical, moral, political and economic issues facing mathematics and science educators. It provides a wide representation of views some of which are not often represented in international publications. This is the first book to deal with issues of globalisation and internationalisation in mathematics and science education.

Spis treści

Preface.- Section I – Theoretical Perspectives. 1. Mathematical Literacy and Globalisation.- 2. Epistemological Issues in the Internationalization and Globalization of Mathematics Education .- 3. All around the World: Science Education, Constructivism, and Globalization.- 4. Geophilosophy, Rhizomes and Mosquitoes: Becoming Nomadic in Global Science Education Research. 5. Science Education and Contemporary Times: Finding Our Way through the Challenges.- 6. Social (In)Justice and International Collaborations in Mathematics Education.- 7. Globalisation, Ethics and Mathematics Education.- 8. The Politics and Practices of Equity, (E)quality and Globalisation in Science Education: Experiences from Both Sides of the Indian Ocean.- Section II – Issues in Globalisation and Internationalisation 9. Context or Culture: Can TIMSS and PISA Teach Us about What Determines Educational Achievement in Science?.- 10. Quixote’s Science: Public Heresy/Private Apostasy.- 11. The Potentialities of (ethno) Mathematics Education: An Interview with Ubiratan D’ Ambrosio.- 12. Ethnomathematics in the Global Episteme: Quo Vadis?.- 13. POP: A Study of the Ethnomathematics of Globalisation Using the Sacred.- 14. Internationalisation as an Orientation for Learning and Teaching in Mathematics.- 15. Contributions from Cross-National Comparative Studies to the Internationalization of Mathematics Education: Studies of Chinese and U.S. Classrooms.- 16. International Professional Development as a Form of Globalisation.- 17. Doing Surveys in Different Cultures: Difficulties and Differences – A Case from China and Australia.- 18. The Benefits and Challenges for Social Justice in International Exchanges in Mathematics and Science Education.- 19. Globalisation, Technology, and the Adult Learner of Mathematics.- Section III – Perspectives from Different Countries. 20. Balancing Globalisation and Local Identity in the Reform of Education in Romania.- 21. Voices from theSouth: Dialogical Relationships and Collaboration in Mathematics Education.- 22. Globalization and its Effects in Mathematics and Science Education in Mexico: Implications and Challenges for Diverse Populations.- 23. In between the Global and the Local: The Politics of Mathematics Education Reform in a Globalized Society.- 24. Singapore and Brunei Darussalam: Internationalisation and Globalisation through Practices and a Bilateral Mathematics Study.- 25. Lesson Study (JYUGYO KENKYU), from Japan to South Africa: A Science and Mathematics Intervention Program for Secondary School Teachers.- 26. The Post-Mao Junior Secondary School Chemistry Curriculum in the People’s Republic of China: A Case Study in the Internationalization of Science Education.- 27. Globalisation/Localisation in Mathematics Education: Perception, Realism and Outcomes of an Australian Presence in Asia.- Biographical Notes.

Blurb

In the new times of globalisation, international academic contacts and collaborations are ever increasing. They are taking many forms, from international conferences and publications, student and academic exchange, cross cultural research projects, curriculum development to professional development activities and affect every aspect of academic life from teaching, research to service. This book aims to:

• Develop theoretical frameworks of the phenomena of internationalisation and globalisation and identify related ethical, moral, political and economic issues facing mathematics and science educators.
• Provide a venue for the publication of results of international comparisons on cultural differences and similarities rather than merely on achievement and outcomes.
• Provide a forum for critical discussion of the various models and forms of international projects and collaborations.
• Provide a representation of the different voices and interests from around the world rather than consensus on issues.