Global class concept and mathematics teaching and learning

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Global class concept and mathematics teaching
and learning

• Mala Nataraj

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Design of Presentation

• Background
• Visitors and activities of the Global class
• Teaching through an international perspective
• Teaching in Maths- Number systems of the world
• Team teaching-in Maths, Social Studies and
  Science on Global warming
• Teachers and Students views
• Comments

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Background-1

• Excerpts from articles in Educational Leadership,
  April 2007
• International migration is the human face of
  globalisation.
• There are now about 200 million transnational
  migrants, making migration a global phenomenon
  involving every region of the planet.

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Background-2

• We are increasingly living in a globalised
  society and our children will increasingly
• buy and sell to the world
• work for international companies
• manage people from other cultures
• collaborate with people all over the world in
  joint ventures, compete for jobs and markets
• Tackle global problems such as AIDS, global
  warming, energy/water shortages, terrorism,
  disasters
• In short, we need global citizens who have a
  greater knowledge of the world

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Background-3

• Due to globalisation, young people the world over
  need more innovative thinking skills, cultural
  awareness, higher order cognitive skills,
  sophisticated communication and collaboration
  skills than ever before.
• In response to this need, a 2006 report from
  NASBE (National Association of State Boards of
  Education) in the US recommends infusing
  classroom instruction with a strong global
  perspective
• We need interdisciplinary thinking in a
  multinational, multicultural and multilingual
  world

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Background-4

• The concept of a Global class at Selwyn College
  was first suggested by a board member and Carol
  White, the current Principal has since fostered
  the vision and developed it into a workable
  reality
• Pilot class of 25 in 2005- 16 different cultures
• Philosophy of the school in line with UNESCO
  principles
• Important aspect of the program to increase
  mutual respect, tolerance, acceptance and
  understanding of different cultures

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Background-5

• Keen interest and support came from the Ministry
  of Education, Global Education and UNESCO, ASP,
  Human Rights Commission, Asia New Zealand
  Foundation
• The teaching team meet fortnightly with the
  director and the mentor
• A fortnightly newsletter for staff and students

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Background-6Some of the visitors and activities

• Qupik women from Alaska
• Eva Hayman
• Julie Watson-Human Rights Commission
• Workshop on from Moko to Burqa
• Model United Nations workshop and simulated
  general assembly
• Religious places of worship
• End of Year Camp for Year 10 students

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Teaching-1

• Students study the Year 9 and 10 curriculum with
  an international approach
• Some examples
• Science -Study of contributions made by
  scientists from around the world
• Social studies-a study of leadership in different
  cultures,
• Food tech -Preparation of international food
• Art- symbols in different cultures
• Sporting activities from different cultures

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Teaching-2

• Mathematics- a study of number systems from
  around the world-Primitive, Egyptian, Babylonian,
  Roman, Greek and Mayan
• Goal
• To have a better understanding of the present day
  number system with place value and zero which
  originated in India
• Increase critical and creative thinking skills
• Enhance knowledge of number systems from other
  cultures

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Teaching-3

• Student engagement and motivation-Numbers in
  different languages
• Writing numbers from Egyptian/Mayan system to
  our number system and vice versa
• Highlighting features of different number systems
  
• Comparison of different number systems
• Resource Can you count in Greek, Exploring
  ancient number systems-Dale Seymour publications

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Team Teaching Global Warming

• NASBE report- schools should structure curriculum
  around thematic units in which science, math,
  language arts and social studies classes all
  address concepts related to the same theme using
  different materials and different analytic tools
• Planning- 3 lessons
• to understand the problem of global warming
• to tackle the problem
• powerpoint presentation by each teacher, then
  discussion and questions and answers session
• worksheets

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Global Warming

• Team Teaching Year 9
• Victoria Drake-Lee (Social Studies), Kochurani
  Jom (Science) and
• Mala Nataraj (Mathematics)

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Investigating Climate Change(Social Studies)
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What is the greenhouse effect?
When the suns rays pass through the atmosphere
the Earth is heated (1). Some rays reflect back
into space (2) but some of the heat is trapped by
gases in the atmosphere and these cause the Earth
to warm (3).
1
2
These gases are called Greenhouse gases and
include Carbon Dioxide (CO2), Nitrous Oxide
(N2O), and Methane (CH4). This heating of the
Earth because of these gases is called the
Greenhouse Effect. It is a natural effect and
makes life on Earth possible.
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The Greenhouse Effect
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Enhanced Greenhouse Effect
Man is releasing more greenhouse gases into the
atmosphere by burning fuel and by deforesting
land. With more gases in the atmosphere, more
of the suns heat is absorbed on Earth. This is
called Enhanced Greenhouse Effect and causes the
earths temperature to rise. This is termed
Global Warming. Climate Change is due to mans
activities
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• Effect of Global Warming and Climate Change
  1)Increasing Storms and extreme weather events

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2) Rising sea levels.
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3) Animal behavioural changes and extinctions

• Loss of biodiversity
• Migrations further North or south of existing
  habitat ranges
• Lower breeding pairs of non-migrating species
  e.g. Polar Bears lose weight since cant hunt on
  open sea and need sea ice on which to hunt
• Cloud forest has less cloud so many frog species
  have disappeared (less pools, fungal infections
  and heat related disorders)

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Global Warming
Science Carbon dioxide and Photosynthesis
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The greenhouse gases are

• carbon dioxide (76)
• methane (13)
• nitrous oxide (6)
• chlorofluorocarbons (CFCs) (5)

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Photosynthesis
Photo light synthesis putting together
LightCarbonDioxide       Water     gtgtgtgtgtgtgtgtgtgtgt
   Glucose      OxygenChlorophyll  
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Inside the leaf
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• Stomata

Carbon dioxide
Oxygen
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Production of extra greenhouse gases

• Burning coal and petrol, known as 'fossil fuels'
• Cutting down of rainforests and other forests
• Animal waste which lets off methane
• Air conditioners, refrigerators, aerosol sprays
  have increased the level of nitrous oxide,
  methane and CFCs.

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Climate Change
Global Warming

• Mathematics

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Cause and effect

• Burning fossil fuels, Deforestation (Man-made)
• Green house gas emissions (mainly CO2)
• Global warming
• Rising sea levels
• Droughts, floods, tropical cyclones and heat
  waves
• Death, disease, injury
• Extinction of wild life and plants
• Damage to biodiversity and ecosystems

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Evidence
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Graph- Greenhouse gas emissions
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Greenhouse gas emissions
Energy related carbon dioxide is the largest
contributor at around 60 of total emissions plus
energy related methane
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Emissions by region and population
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Share of GHG emissions
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Emission paths to stabilisation (from Stern
Review)
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Sea Level Predictions
Source Hadley Centre
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At risk coastal areas due to rising sea levels-
can turn 200 million people into refugees
Relative vulnerability of coastal deltas as
indicated by the population potentially displaced
by current sea level trends to 2050 Extreme gt 1
million, High 50,000 to 1 million, Medium 5,000
to 50,000
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Temperature at critical level
Further global warming above now of 1C
defines a critical level. if it reaches 2 or
3 C we will likely see changes that make Earth
a different planet than the one we know. Cost
of acting now and not acting If we tackle the
problem now the cost impact would be small, about
1 to 2 of a nations wealth (NZD 550 billion).
However, if we dont, the cost would be
enormous (NZD 10 trillion).
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What we can do
Insulate houses and buildings Improve
efficiency sustainability of heating
systems Opt for green energy Walk and
cycle Redesign our cities to reduce the need
for car travel, e.g. support transit-oriented
development Use and support public
transport Minimise flying Phase out motorway
building In short, make our houses, buildings,
transport energy systems, cities and our ways
of life sustainable
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What can be done to reduce Global warming and CO2
emissions?Add four of your own ideas to the
table below

• At home and School
• Turn off lights

• In New Zealand
• Government heavily taxes non-renewable fuels.

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Reduce, Re- use, Repair, Recycle
Water saving Have a shower not a bath, do not leave taps running when brushing teeth. Collect rainwater. Use water carefully.
Energy saving Use energy saving light bulbs, Use public transport, walk or cycle to school or carpool. Install solar panels and wind turbines. Turn TVs and computers off, Not on Standby. Have auto-timers. Use thermal energy, Insulate and draft proof houses. Use hybrid cars or buy second hand cars. Use modern dishwashers.
Reduce resource use Re-use boxes and shopping bags. Buy products with less packaging. Recycle waste and compost organic matter. Only buy what you need. Repair broken items. Repair reuse, reduce, recycle!
Government action World leaders travel in commercial not private jets. Turn off street lights. Plant trees. Make solar panels on all new buildings. Make all buildings draft-proof and insulated. Limit use of plastics and packaging. Ban most polluting cars, more pollution and you pay more (tax)
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If not NZ, who?
New Zealand is comparatively wealthy We have a
clean, green brand to defend We have an
aspiration to lead the world in terms of
sustainability PM Helen Clark, Feb 2007 We
can increase renewables significantly find
innovative ways of cutting agricultural
GHGs We are not struggling with the early
impacts of climate change We have a population
that understands and supports action
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Dangerous level of change
With no reduction in CO2
With 70 reduction in CO2
1800
2007
2100
2100
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Students Views on Team teaching

• It was fun, interesting
• It was like different areas coming together
• Kind of cool, We had the experience three
  different subjects coming together and being
  taught as one
• I understood a lot more of what was going on
• and fractions made more sense in this lesson.
  Otherwise it is like a bunch of numbers floating
  around
• We are more aware now
• Everything was more simplified. Cool experience

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Students Views

• Understood a lot more in this lesson. Graphs and
  numbers were about something. Not just random
  numbers.
• Lot of useful information. Much easier to
  understand
• It was team effort. There were three teachers to
  help us. The teachers taught in different ways.
  You got different opinions about the same topic.

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Teachers views

• Assuring. Nice to watch other teachers teach
• It was good to watch you teach bar graphs and
  time series. we should be teaching in a
  standardised way using the same language and key
  words
• Sharing different teaching practices gives
  insight into different students strengths.
• I knew their level in Maths. It gave me
  confidence to give problems in Maths related to
  Social Studies

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Teachers views

• Same teaching goals. United in this way.
• Get students to understand the links between
  subjects. You know what students are connecting
• Number notation- 6 million
• Students tend to see the separation between
  subjects.
• Learnt from each other. The way you quantified
  things gave a different perspective
• I think it gave students a wider, complete
  picture
• We dont use as much pie graphs or time series
  graphs in Science.

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Students Symposium on Global Warming

• Contributing schools invited
• Year 9 students taught the whole group about
  Global Warming and its effects
• Experiments on how carbon dioxide retains heat
• Whole group work- carbon footprint and producers
  of carbon dioxide
• Morning tea- food grown in New Zealand

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Research Links

• Useful Research links used in the presentation
• BBC
• http//www.bbc.co.uk/climate/
• http//www.bbc.co.uk/weather/features/global_warmi
  ng1.shtml
• http//news.bbc.co.uk/2/hi/science/nature/3569604.
  stm
• WWF
• http//www.panda.org/about_wwf/what_we_do/climate_
  change/index.cfm
• NASAhttp//earthobservatory.nasa.gov/Library/Glob
  alWarming/
• http//gcmd.gsfc.nasa.gov/Resources/FAQs/glob_warm
  faq.html
• Met Office
• http//www.metoffice.com/corporate/scitech0304/cli
  mate.html
• New Scientist
• http//www.newscientist.com/channel/earth/climate-
  change
• IPCC (Intergovernmental Panel on Climate Change)
• http//www.ipcc.ch/
• Books
• The Weathermakers by Tim Flannery

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