Situated Perspectives on Creating Mathematics Tasks for Peace and Sustainability

Yaro, Kwesi; Amoah, Emmanuel Kojo; Wagner, David

doi:10.1007/s42330-020-00083-w

Cited by 18 publications

(10 citation statements)

References 11 publications

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“…Как сообщают T. Tossavainen с коллегами, студенты отмечали, что математика, по их ощущениям, деконтекстуализирована, имея в виду отсутствие каких-либо ссылок на контекст или приведение соответствующих примеров [27]. Данное наблюдение согласуется с исследованиями D. Gijsbers с соавторами [13], R. Gürbüz и M. Çalık [15], K. Yaro с коллегами [30] о том, что убеждения учащихся относительно ценности математики могут быть укреплены за счет использования аутентичных контекстов, т. е. когда учебная задача встроена в реальный сценарий. В нашей работе со студентами -будущими экологами таким подлинным контекстом, обеспечивающим достоверными числовыми данными, является экологическая обстановка Кировской области.…”

Section: обзор литературыunclassified

“…Kock -для студентов инженерных направлений подготовки [22]. Наибольший интерес в контексте настоящего исследования представляют задачи экологического характера, составленные на материале реальной территории, например, Ганы [30].…”

Section: обзор литературыunclassified

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Diagnostics of mathematical motivation as a component of the process of teaching mathematics to students – future ecologists

Kalinin¹,

Toropova²

2022

P Sci Edu

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Aim and Objective. In the conditions of modern reality, the importance of solving environmental problems of a global and regional nature makes it relevant to search for ways to improve the process of mathematical training of future ecologists. One of such directions is the motivation to study mathematics and its applications. The purpose of the study is to identify and test the methodological conditions that ensure the strengthening of the mathematical motivation of students – future ecologists in the process of teaching mathematics at a university. Materials and methods. The Mathematics Motivation Questionnaire (MMQ) was chosen as the main diagnostic tool, and the author's questionnaire compiled on the basis of this questionnaire, taking into account the specifics of teaching mathematics to future ecologists, was chosen as an additional diagnostic tool. 205 students of environmental training directions of Vyatka State University took part in the implemented survey. Statistical analysis of the obtained results was performed using the Mann-Whitney U test. Results. For the first time, a technology for diagnosing the mathematical motivation of students – future ecologists based on modern research is presented. A number of methodological conditions have been formulated that ensure the strengthening of the motivation under study, which clarifies and expands the ideas about the system of mathematical training of future ecologists. The analysis of motivation for admission to the university revealed a number of problems, which the intervention was aimed at overcoming. Its effectiveness was confirmed by significant differences in the MMQ questionnaire (Uemp = 100 < Ucr = 113; p < 0,05) and according to the author's questionnaire (Uemp = 72 < Ucr = 88; p < 0,01). Based on the re-evaluation, the transformation of the motivational attitudes of students - future ecologists from static beliefs about the nature of mathematics to dynamic ideas was revealed. Conclusion. The practical significance of the study is determined by the possibilities of using its results to improve the mathematical training of future ecologists, as well as by optimizing the process of teaching mathematics to maintain productive motivation.

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Section: обзор литературыunclassified

Diagnostics of mathematical motivation as a component of the process of teaching mathematics to students – future ecologists

Kalinin¹,

Toropova²

2022

P Sci Edu

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“…The WUN project involves a network of researchers and their Universities, in different countries (Canada, Hong Kong, Mexico, South Africa, the United Kingdom, and the United States), pursuing different curriculum development and research initiatives that all fall under the umbrella of Innovating the Mathematics Curriculum in Times of Change: Towards Local and Global Relevance . Our project operates within the landscape of growing calls for innovation in the mathematics curriculum in the face of a rapidly changing world (Skovsmose, 2019), particularly in relation to the current climate crisis (Boylan & Coles, 2017; Yaro et al, 2020) and to ongoing decolonizing efforts (Nicol et al, 2020). Changes to migration patterns, global pandemics, and planetary climate change are felt locally and differentially across economic, biological, and affective scales.…”

Section: Towards New Geographic Relationalitiesmentioning

confidence: 99%

New Spatial Imaginaries for International Curriculum Projects: Creative Diagrams, Mapping Experiments, and Critical Cartography

Freitas

Sinclair

Roux

et al. 2021

Qualitative Inquiry

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This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a diagrammatic and archipelagic form of creative abstraction, which we present as a posthuman cartographic practice. To illustrate this practice, we focus on a specific international curriculum development project funded by the World Universities Network.

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“…While these papers by Yaro et al (2020) along with Nicol et al (2020) highlight the need for mathematics education to increase awareness of colonizing practices with/in place and amid issues of highly contextualized tensions, our next two papers engage ecological perspectives toward an intentional exploration of alternative meanings of/for STEM and its M. Steven Khan (2020) in "After the M in STEM: Towards Mathematics for Multispecies Flourishing" takes up the task of re-imagining the M in STEM by drawing upon philosopher and novelist Sylvia Wynter's cultural critique of what it means to be human. Khan plays with various conceptions of the M's in STEM (M is for Man, for After Man, for Multispecies, for Music).…”

mentioning

confidence: 99%

“…They conclude citing the need for "continued innovation in the university mathematics classroom" so that both STEM and non-STEM majors build strong positive relationships with mathematics. Yaro et al (2020) in "Situated Perspectives on Creating Mathematics Tasks for Peace and Sustainability" discuss authentic mathematics tasks from an international perspective. In this third Special Theme paper, the authors reflect on their experiences teaching nationally and internationally, expressing the tensions between globalized colonization and attention to local contexts for engaging in authentic meaningful mathematics tasks.…”

mentioning

confidence: 99%

Introduction to the Special Theme on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities

Nicol

Nolan

Glanfield

et al. 2020

Can. J. Sci. Math. Techn. Educ.

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In 2018, a report by the United Nations Intergovernmental Panel on Climate Change (IPCC) announced the global average temperature is currently 1°C warmer now than pre-industrial levels (IPCC, 2018). The report referred to this warming as human-induced, stating human influence has "become a principal agent of change on the planet" (IPCC, 2018, p. 53). Evidence of this change is being felt worldwide with 2018 witnessing life-threatening weather patterns in the USA and South-east Asia, extreme drought in South Africa and unexpected boreal forest fires in the Arctic. Such calls announcing the earth's environmental ecological crises are worldwide and difficult to ignore. How did we get to this situation? Some argue that this ecological crisis stems from a particular view of being in the world, a way of being that privileges individualism, consumerism as progress, and use of non-renewable energy resources as human rights (Barwell, 2018;Bowers, 2017). Acknowledging the crisis leads to questions on the role education can and should play in responding to these ecological challenges. More specifically, we ask how mathematics education, mathematics teacher education, and STEM and STEM education (Science, Technology, Engineering and Mathematics) might contribute to understanding and responding. How can the mathematics of STEM and STEM education be re-imagined to contribute to more sustainable practices, more innovative, resilient and culturally rich communities? This Special Theme of CJSMTE explores these questions across national and international contexts, rethinking the role of STEM and STEM education to consider other ways of relating to each other, mathematics and communities.

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Situated Perspectives on Creating Mathematics Tasks for Peace and Sustainability

Cited by 18 publications

References 11 publications

Diagnostics of mathematical motivation as a component of the process of teaching mathematics to students – future ecologists

Diagnostics of mathematical motivation as a component of the process of teaching mathematics to students – future ecologists

New Spatial Imaginaries for International Curriculum Projects: Creative Diagrams, Mapping Experiments, and Critical Cartography

Introduction to the Special Theme on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities

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