Global Connections through Mathematical Problem Solving

Autor/inn/en	Wiemken, Rachel; Padmi, Russasmita Sri; Matney, Gabriel
Titel	Global Connections through Mathematical Problem Solving
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 3, S.219-226 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Global Approach; Problem Solving; Mathematics Instruction; Learning Experience; Secondary School Students; Cross Cultural Studies; Foreign Countries; Mathematical Models; Task Analysis; Teaching Methods; Student Attitudes; International Cooperation; Cooperative Learning; Videoconferencing; Intercultural Communication; United States; Indonesia + Suchen Sie Ihr Suchwort? Globales Denken; Problemlösen; Mathematics lessons; Mathematikunterricht; Lernerfahrung; Sekundarschüler; Cultural comparison; Kulturvergleich; Ausland; Mathematical model; Mathematisches Modell; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Internationale Kooperation; Internationale Zusammenarbeit; Kooperatives Lernen; Interkulturelle Kommunikation; USA; Indonesien
Abstract	Nations of the world share concerns on many critical issues in such a way that communication and collaboration are important skills for the 21st century (Trilling and Fadel 2009). Hence, connecting global issues to the mathematics classroom is important. Through such learning experiences, students can appreciate that mathematics has a special place among the disciplines in forging understandings between people and nations as well as solving global problems. The authors enjoy connecting students to real-world issues through open-ended problems in which they can invent and test their mathematical models (Lesh et al. 2000). One benefit of modeling is that students experience the role of mathematics in human life. Providing students with real data and a realistic context that needs mathematization challenges their intellect and allows them to establish connections between mathematics and all sorts of human endeavors. In this article, the authors share the experiences of secondary school students from Indonesia and the United States as they modeled with mathematics and justified their models to one another. The authors describe the Borean Winds task, its context within the larger global community, and how students progressed through each portion of the task, including students' thoughts and mathematical models. This provides readers with a rich task to implement in their classrooms. The task is an exemplar of the benefits of collaborating with a school in another country. Because of physical restraints concerning health and safety with regard to COVID-19, this style of synchronous video conference collaboration demonstrates how to engage in rich, collaborative tasks without physically being next to each other. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01