Marcelo C. Borba

Internationalisation and globalisation in mathematics and science education

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. Quixotes 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 Peoples 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.

A Student's Construction of Transformations of Functions in a Multiple Representational Environment

This paper reports on a case study of a 16-year-old student working on transformations of functions in a computer-based, multi-representational environment. The didactic approach to reflections, translations and stretches began with visualization exercises, and then was extended to investigate the implications of visual changes in data points, and subsequently, in algebraic symbolism. A detailed analysis of the students work during the transition from the use of visualization and analysis of discrete points to the use of algebraic symbolism is presented. Two new semiotic forms are introduced as an alternative kind of algebraic symbolism and as a means to facilitate the transition to f(x) notation: covariational equations and the horseshoe display for transformations. The implications of this case for the redesign and modification of the software are discussed.

Internet Avançada e Educação Matemática: novos desafios para o ensino e aprendizagem on-line

Neste artigo apresentamos o projeto Tecnologia da Informacao no Desenvolvimento da Internet Avancada - Aprendizado eletronico, que tem como objetivo o desenvolvimento de um ambiente formado por um conjunto de ferramentas integradas, independentes de plataforma operacional, e voltadas para a Educacao a Distância on-line. Descrevemos como o GPIMEM (Grupo de Pesquisa em Informatica, outras Midias e Educacao Matematica) esta atuando neste projeto e apresentamos as demandas identificadas pelo nosso grupo de pesquisa, diante de nossa experiencia enquanto usuarios de ambientes virtuais para a Educacao a Distância na Educacao Matematica, que podem tambem estar sendo utilizadas em outras areas do conhecimento.

Teaching Mathematics: Computers in the Classroom.

1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities. Any classroom teacher hunting for a challenge need not look far. The NBPTS certification process provides it. Any professional who is successful with it will immediately embark on a second hunt: for a long rest. That teacher, howver, will never know what it is to hunt for a teaching position. North Carolinas governor, and the governor of every other state, is certain to be hunting for him or her, with contracts in hand.

National and International Investment Strategies for Mathematics Education

Mathematics education is an essential pathway for economic security and technological advancement at the national, community, and individual levels. There is world-wide impetus for innovation and improvement of mathematics curriculum and pedagogical practices that meet local and practical needs. Input from practitioners is essential for policy makers and research funding organizations to navigate the path forward. As a major international conference for international mathematics education, ICME13 is an excellent venue to engage educators with national and regional policymakers. We will explore the following global issue:

The Construction of Electronic Games as an Environment for Mathematics Education

The main aim of this chapter is to reflect on the teaching and learning of mathematics as processes carried out through the construction of electronic games. Here, game construction is associated with the perspective of Mathematical Modeling, emphasizing the mathematical aspects specific to the programming language used by the software Scratch. In particular, we present the implicit and the explicit mathematics embedded in the construction of two games developed by university students. We believe that the quest for associations between mathematics and computational languages may help enhance the teaching and learning of mathematics as a whole. More specifically, we understand that Mathematical Modeling that takes place in the process of electronic games construction may contribute to the mathematisation process, when it considers the students’ choices and interests, and takes into account the concerns with learning as it occurs throughout the construction process.

Lerman’s Perspectives on Information and Communication Technology

In many of his recent publications, Lerman discusses the use of information and communication technology (ICT) in mathematics teaching and learning, addressing several issues such as numeracy, classroom interactions, scaffolding, teacher education, pedagogy, online education, the use of whiteboards, and so forth. In our research, we have addressed sociocultural perspectives to conceptualize the role of ICT as cultural artifacts in mathematical learning and activity. We have built on the notion of humans-with-media to emphasize mathematical knowledge production as a social, collective, and object-directed undertaking. In this chapter, we present (a) the way Lerman dealt with ICT in different publications and (b) potential links between his perspective and part of the work of our research group GPIMEM at Sao Paulo State University, in Brazil. We also discuss potential theoretical insights to our current interest on the use of digital technology and the performance arts for multimodal mathematical communication.