Teaching Global Issues Through Mathematics. Development Education Paper No. 20.

Autor/in	Schwartz, Richard H.
Institution	United Nations Children's Fund, New York, NY.
Titel	Teaching Global Issues Through Mathematics. Development Education Paper No. 20.
Quelle	(1981), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cultural Awareness; Developed Nations; Developing Nations; Economic Development; Elementary School Mathematics; Futures (of Society); Global Approach; Instructional Materials; Interdisciplinary Approach; Intermediate Grades; International Education; Learning Activities; Mathematical Enrichment; Mathematics Materials; Rural Development; World Affairs; World Problems + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Cultural identity; Kulturelle Identität; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Elementare Mathematik; Schulmathematik; Future; Society; Zukunft; Globales Denken; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mittelstufe; Internationale Erziehung; Lernaktivität; Mathematische Tafel; Rural environment; Development; Ländliches Milieu; Entwicklung; Weltpolitik; Weltproblem
Abstract	The document shows how teachers can use mathematics problems to teach fourth, fifth, and sixth grade students about critical global issues. The problems are arranged according to development topics. For each problem, the solution, reference source, and mathematical skills to be strengthened are given; global issues related to each problem are also briefly discussed. The first two mathematical problems relate to "Population." The other global issues included are "Poverty and Effects,""Waste in Affluent Nations,""The Arms Race," and "Global Hunger." Usng these and similar mathematical problems, teachers can introduce interesting and valuable information and concepts. More important than the specific information in any problem, however, is the process of inquiry students gain from discussions of the significance of the results for their world's future. In effect, calculating the answer to one of the sample math problems raises a host of other related questions: "Are we running out of natural resources?""What impact does the arms race have on the meeting of human needs?""How serious is the population explosion?" Concepts of interdependence, change, communication, and conflict can be used as organizing themes for discussion and as a context for information gathering and further inquiry. (Author)
Anmerkungen	UNICEF, 866 UN Plaza, New York, NY 10706.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC