Wednesday, August 21, 2013

Summer Reading: Another math perspective

Over the last decade or two, it has been evident to me that the world is becoming flatter.  I appreciate the summer readings because they gave structure in which to recognize and implement global competency as an educator.  I agree that it's more important than ever to evaluate our curricula with the goal to better prepare students to interact with diverse geographies.  

As a mathematics teacher, Al's question resonates with me, "How do we globalize math?"  Statistics and data analysis easily provides an avenue for global studies.  But what about other more basic math courses where the focus is traditionally to teach content?  Should math teachers make more of an effort to create word/modeling problems that utilize math skills to look at global issues?  The article by The Asian Society suggests just that stating on page 8 that the Common Core State Standards  "offer ample flexibility for teachers to create learning experiences in which students examine topics of global significance."  While it would be ideal to teach global competency through the lenses of math tools, the expectation have students master traditional content skills often takes precedence.  Fortunately an independent school such as BB&N doesn't have to worry about CCSS like public schools.  There are still however math content goals that need to be reached before college, and it will take time and creativity to structure math classes with global awareness. 

I am curious how other developed countries are evolving curricula for global competency, particularly with mathematics. 


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