The Global Math Project: Uplifting Mathematics for All

Notices of the American Mathematical Society, 2016

2022

International Journal of research in Educational Sciences, 2023

This essay will explore some global trends in mathematics education research, what these trends mean for mathematics education, and how they will shape mathematics education in the years to come. In particular, this essay will focus on the latest trends in mathematics education research, such as Digital technology, innovative teaching methods and approaches, the impact of mathematics education on student achievement, Inquiry-based learning, Games and Gamification, and Equity, diversity, and inclusion.

Educational Studies in Mathematics, 2018

The intent of the book Sociopolitical Dimensions of Mathematics Education: From the Margin to the Mainstream is to capture, promote, critique, and reflect on the mainstreaming of the sociopolitical dimensions in mathematics education. The editors, Murad Jurdak and Renuka Vithal, state: Bmathematics for all is an illusion that allows the status quo of its systemic failure to remain^(p. 11). From this lens, I came to the title of my book review. It is a juxtaposition between fantasy and reality in the quest for mathematics for all. The book's analysis of the sociopolitical dimensions in mathematics education highlights the challenges and the action necessary to make mathematics for all a reality. First, a deeper understanding of the term mathematics for all in its simplistic aspects of meaning keeps the possibility of attainment at a distance and possible only in an ideal society. Second, the complexity of contemporary society calls for mathematics educators to take action beyond what mathematics is to be learned. For example, mathematics educators could see themselves with power to inform and impact school mathematics education at all levels through social media with authentic suggestions based on research. Therefore, the intricacies of sociopolitical dimensions in mathematics education force us to zoom in and zoom out repeatedly on the research and the decisions that are made for each learner, or groups of learners. The International Conference on Mathematics Education (ICME) meets every four years and provides an update on the current condition of mathematics education. In 2016 (ICME-13), the Topic Study Group (TSG 34), Social and Political Dimension of Mathematics Education was inaugurated. Although I attended and presented at ICME-13, I was not familiar with TSG 34. However, I was familiar with the content of Deborah Ball's plenary session: Uncovering the Special Mathematical Work of Teaching. She along with Bill Barton, and Günter Ziegler, spoke directly about aspects of the sociopolitical in mathematics education.

2019

The utopian dream of a global world is not new. It can be traced back in the 15th century navigators and 19th century colonial times and post world war peace pleas but also even earlier in ancient ...

Mathematics is a fundamental part of human knowledge and one of the central planks of the modern technological revolution. But in our enthusiasm to promote its benefits too rarely do we stop to question our intended aims of teaching mathematics and the outcomes of learning mathematics in school. In this paper the standard aims of school mathematics are acknowledged, but so too are the unexpected and unintended outcomes for some or all students. These are primarily the unplanned and unintended values, attitudes and beliefs that students develop during their years of schooling. Many of these are negative. To counter them and more generally to aim higher in school mathematics teaching I propose four additional visionary aims for mathematics that are empowering and broadening. These comprise developing higher level orientations and capabilities including mathematical confidence; mathematical creativity through problem posing and solving; social empowerment through mathematics contributing to critical citizenship; and the broader appreciation of mathematics, its nature and its key ideas.

1995

This paper is based on efforts to bring change to school mathematics by tryin/ to develop mathematics classroom communities in predominantly minority classrooms. In these communities, students work towards doing mathematics by working on open-ended, investigative situations; sharing ideas and strategies; and jointly negotiating meanings. Students also need to develop mathematics from their backgrounds and experiences with everyday mathematics. This paper explores the tensions and compromises resulting from the different conceptions of program participants (school and university teacher-researchers, students, and parents) of what mathematics is and of what mathematics children should learn. The work discussed focuses on geometry in a fifth-grade class. An appendix contains written work by students on finding angles on pattern blocks. Contains 38 references. (Author/MKR)

2013

It is no great surprise that mathematical structures and ideas, conceived by human beings, can be applied extremely effectively to what we call the "real" world. We need only to think of physics, astronomy, meteorology, telecommunications, biology, cryptography, and medicine. But that's not all mathematics has always had strong links with music, literature, architecture, arts, philosophy, and more recently with theatre and cinema

Proceedings of the 13th International Congress on Mathematical Education , 2017

The Popularization of Mathematics Study Group (TSG7) gathered for the first time in ICME diverse people using interesting and inspiring mathematics to motivate both young people and the general public. It brought together those who popularize mathematics through live performance, exhibits, the media and outreach programs. The group of about forty people, included lively article discussions, poster presentations and demonstrations. Enthusiastic practitioners stepped back to reflect on the impact of their actions. We first discuss their goals. • Democratize mathematics • Set a healthier relationship with mathematics • Raise performance in math education • Share math beauty, power and pervasiveness • Justify taxpayer's money in research and education.