Internationalism

=Fundamentals of the Program= There are many facets to the concept of Internationalism and what it means to us as mathematics teachers. In the following activities, we will explore Internationalism in our curriculum, lesson delivery and teacher bias/strengths, mathematical language and experiences.

Activity 1: The Language of Mathematics?

 * Do we agree?

Activity 2: Promoting Internationalism in Schools?
Is internationalism currently fostered and promoted by your school? If so, how? Let's collaborate on this document, Promoting Internationalism in Schools

Activity 3: Building curriculum, exploring different perspectives?
How do we build a curriculum around the principles of internationalism? What does "internationalism" mean to you as a teacher and how is it embedded into the mission/vision statements of your school? How does it differ from being inter-culturally aware? And then of course, we need to consider historical roots of mathematics and present day approaches. The IB strives to be an international organization and to that end, will accept all approaches/notations used by students from different countries around the world.

Let's look at how internationalism is brought into this particular problem: (from "Internationalism and Mathematics - Leo Boissy)

Compound Angle Formula
Can you use the following diagram to find a formula for the cosine of the angle between the two segments OA and OB?



Compare answers with other members in your group.
 * 1) Which method did you use?
 * 2) What is your nationality?
 * 3) What conclusions can you draw in terms of mathematics teaching?

Activity 4: Aim 8 Meets Internationalism

 * Aim 8: appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics. **

Topic 6 – Calculus.
You be the Judge. A short Internet or library based research project.

** Who do you think should be called the discoverer of calculus? **


 * 1) Collaborate......work together on a Google Document to collect information.
 * 2) Create......a timeline of people and events that display the development of calculus.
 * 3) Communicate......the information clearly in an agreed format (must be electronic)
 * 4) Reflect......on the following:
 * Explain Isaac Newton’s case for being considered the discoverer of calculus.
 * Now explain Gottfried Leibniz’s case.
 * Now chose another contender from your time line and give their case.
 * Now you be the judge. Explain, with reasons, which you think should be credited with discovering calculus.