Dear Colleagues,
Thank you so much for sharing your great ideas and projects! I think you might be interested in the following references regarding student ownership of their mathematics learning and global learning of mathematics. Included is Barbara and her colleagues' paper to be presented at the
International Conference of Mathematics Education for the Future Project this summer. Congratulations, Barbara and Jignasa!
Cheers,
Hong
Angier, C. (2021). Global citizenship and mathematics. Mathematics Teaching, 279, 37-39
Appelbaum, P., Friedler, L. M., Ortiz, C. E., & Wolff, E. F. (2009). Internationalizing the University Mathematics Curriculum. Journal of Studies in International Education, 13(3), 365–381. https://doi.org/10.1177/1028315308319632
Conley, D. T., & French, E. M. (2014). Student Ownership of Learning as a Key Component of College Readiness. American Behavioral Scientist, 58(8), 1018–1034. https://doi.org/10.1177/0002764213515232
Dhersin et al. (2022). Mathematics for Action: Supporting science-based decision-making. United Nations Educational, Scientific and Culture Organization, Paris, France.
Leitherer, B. H., Dwarka, P. R., Xhane, E. K., & Rami, J. R. (2022, August). Undergraduate research in a 2-year college: Climate change, global learning, process and observations. Presentation at International Conference of the Mathematics Education for the Future Project. Cambridge, UK.
Liang, S. (2018). Helping college students claim ownership of their mathematics learning. European Journal of Science and Mathematics Education, 6(2), 36–43. https://doi.org/10.30935/scimath/9521
Owens, K. (2007). Identity as a Mathematical Thinker. Mathematics Teacher Education and Development, 9, 36–50.
Skovsmose, O. (2007). Mathematical Literacy and Globalisation. In B. Atweh, A. C. Barton, M. C. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internationalisation and Globalisation in Mathematics and Science Education (pp. 3–18). Springer Netherlands. https://doi.org/10.1007/978-1-4020-5908-7_1
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Hong Yuan
CUNY Borough of Manhattan CC
New York City NY
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Original Message:
Sent: 04-23-2022 12:38:09
From: Barbara Leitherer
Subject: IMPACT in Action - How to create a global assignment
It is not hard to implement a global component into a mathematics, statistics or quantitative literacy course. Dive right into your creativity. At the AMATYC Conference in Phoenix I suggested a few strategies on how to get started. Often we already have a working project or example that we can expand by a global topic that takes students' thinking to a higher cognitive level. Over time I have learned that students actually enjoy this mental excursion but nevertheless still get surprised. It is like a wake-up call for them. They need to pay better attention to the questions I ask, the responses their peers generate, and the direction the discussion is going to take. They also know that the answer to the global question is not available on chegg.com or any other online answering service.
I have attached an example that can be used as a class discussion or a project in an introductory statistics course. Data from the Maryland Department of Health served as foundation to compare COVID19 positive infections at two different time slots, March 2020 and July 2021. Students had to read graphs, formulate age classes, and do work by hand and with the computer to explain the shift of the average age that had occurred for COVID19 positive infections in Maryland. For the most part, this project included descriptive statistics (frequency and relative frequency distributions, mean for grouped data, graphs) and some writing. I then added a global component to the mix, a graph from a medical website in Germany, showing the distribution of COVID19 positive infections in Bavaria, my home state in the South of Germany. Age classes were similar, yet some extra features in the German graph added some zest to the discussion. The emphasis on this part was on analysis of graphs and articulating the similarities and differences. I am curious how this project is perceived, so please get a discussion going. In case this peaked your interest, the project file is attached.
For more strategies on how to implement a global perspective into your teaching, see the PPT slide below:
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Barbara Leitherer
Professor of Mathematics
CC of Baltimore County - Essex
Baltimore MD
bleitherer@ccbcmd.edu
Original Message:
Sent: 04-16-2022 14:51:30
From: Jignasa Rami
Subject: IMPACT in Action - How to create a global assignment
Hi Amanda,
Quantitative Literacy courses have great many topics which are very appropriate for global applications. It is a great idea to incorporate global perspective for topics in these courses and am sure will lead to study abroad opportunities for your students, may it be virtual or in person.
Would love to see your projects once they are finalized.
Jignasa Rami
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Jignasa Rami
Assistant Professor
CC of Baltimore County
Owings Mills MD
Original Message:
Sent: 04-10-2022 09:51:58
From: Amanda Davis
Subject: IMPACT in Action - How to create a global assignment
Yes! I have been in collaboration with Amanda Klinger of Davidson-Davie Community College creating a global module to study the southern Mediterranean region of Europe in hopes to eventually lead a study away program there with our Quantitative Literacy courses. We are hoping to include activities for virtual student conversations with students in Greece, creating itineraries, and comparing immigration numbers and circumstances between the US and the European region.
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Amanda Davis
Forsyth Tech CC
Winston Salem NC
Original Message:
Sent: 04-06-2022 12:33:01
From: Jignasa Rami
Subject: IMPACT in Action - How to create a global assignment
Has the pandemic peaked your interest in globalizing content and pedagogy for your mathematics and statistics courses?
If yes, have you taken any action to pursue the interest such as creating a global assignment, attending webinars, workshops or conferences?
Please share your ideas and your work.
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Jignasa Rami
Assistant Professor
CC of Baltimore County
Owings Mills MD
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