Intercultural Aspects of Mathematics Education

By Thomas Borys.

Published by The International Journal of Science, Mathematics and Technology Learning

Format Price
Article: Print $US10.00
Published online: May 19, 2014 $US5.00

Some mathematics school performance studies showed that German students have deficits in their math competence; other countries perform much better for example, Finland and Japan. Our research idea is to develop a concept for learning from the other countries. This concept is for students who study mathematics education, to improve their mathematical skills for teaching. In a first theoretical orientated step students compare different textbooks of several countries to a topic e.g. calculation of areas. The second step is a cooperation seminar. In this students from different countries develop together presentations about topics of mathematics in which they compare the different approaches of their countries. Finally, they present their results during an international teleconference. This article reports on possible ways occurring obstacles and uncertainties to implement a cooperation seminar with teleconferences. It refers to an experience of several years with cooperation seminars of the University of Education in Karlsruhe (Germany) with the University of Education in Kyoto and the Tamagawa Academy (K12) & University in Tokyo (Japan).

Keywords: Mathematics Education, Technologies, Teleconferences

The International Journal of Science, Mathematics and Technology Learning, Volume 20, Issue 3, May 2014, pp.15-24. Article: Print (Spiral Bound). Published online: May 19, 2014 (Article: Electronic (PDF File; 883.614KB)).

Dr. Thomas Borys

Lecturer, Institute of Mathematics and Computer Science, University of Education, Karlsruhe, Baden-Wuerttemberg, Germany

Dr. Thomas Borys studied Mathematics and Physics at the University of Karlsruhe (Germany) now K.I.T. – Karlsruhe Institute of Technology – and then taught both subjects for four years in secondary school (of the German selective university-entrance type; British Engl.: grammar school). Since 2000 he has held a post as a lecturer at the Karlsruhe University of Education, Institute of Mathematics and Computer Science. 2011 he got doctor of philosophy degree with the topic: “Codes and Cryptology - facets of applied mathematics in the educational process”. 2013 he got the teaching award of the University of Education Karlsruhe for the best lectures of the year 2012. His areas of interest include general mathematics education in secondary schools, technology use in mathematics learning, applied mathematics in schools, codes and cryptology.