Titlebook: Internationalisation and Globalisation in Mathematics and Science Education; Bill Atweh,Angela Calabrese Barton,Renuka Vithal Book 20071st

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All Around the World Science Education, Constructivism, and GlobalisationWestern science educators cannot speak from outside their own Eurocentrism, asking questions about the globalization of science education as a cultural practice might help to make both the limits and strengths of Western science’s knowledge traditions more visible.

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Science Education and Contemporary Times: Finding Our Way Through the Challengesation culture relevant to contemporary science education. It sketches out some possible research directions for science education, as well as identifies some of the crucial issues of contemporaneity with which we as science educators can only begin to grapple

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Pop: A Study Of The Ethnomathematics Of Globalization Using The Sacred Mayan Mat Patternups. Through a study of the mathematical practices found in the sacred mat and geometric diamond patterns of the Maya, it is possible to use an ethnomathematical, anthropological, and global perspective, to demonstrate one way in which we might preserve a portion of the wisdom and knowledge of these unique and resilient peoples

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Doing Surveys In Different Cultures: Difficulties And Differences – A Case From China And Australiatowards mathematics in China and Australia. It is suggested that awareness of cultural differences is a key issue that researchers should pay attention to when conducting cross-cultural research in mathematics education

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Epistemological Issues in the Internationalization and Globalization of Mathematics Educationthe economic supremacy of the developed countries of the North. However, some possibilities for countering these effects via the development of critical mathematical literacy in learners and citizens are also indicated

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Contributions from Cross-National Comparative Studies to the Internationalization of Mathematics Edumbolic representations of instructional tasks, whereas the U.S. teachers relied almost exclusively on verbal explanations and pictorial representations, illustrating that mathematics teaching is local practice which takes place in settings that are both socially and culturally constrained. These res

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