Internationalisation as an orientation for learning and teaching in mathematics

Anna Reid, Peter Petocz

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

6 Citations (Scopus)


In this chapter, we put forward the claim that any specific view of internationalisation corresponds to a particular orientation for learning and teaching in mathematics. We use a critical discourse perspective to explore variation in the intentions and outcomes of an 'internationalised curriculum' and apply the results to the discipline of mathematics. We support the discussion with reference to several components of our research: in particular, a study on students' conceptions of mathematics and learning in mathematics, and another study reporting on lecturers' understanding of the intersections between teaching and sustainability, an important correlate of internationalisation. Our aim is to consider the way in which internationalisation contributes as a 'value' orientation for our students' approaches to their study and indeed to their whole lives. We then apply our model to a practical discussion of the construction of learning environments that support a focus on students' professional formation and the development of their global perspectives

Original languageEnglish
Title of host publicationInternationalisation and globalisation in mathematics and science education
EditorsBill Atweh, Angela Barton, Marcelo Borba, Noel Gough, Christine Keitel, Catherine Vistro-Yu, Renuka Vithal
Place of PublicationDordrecht, Netherlands
PublisherSpringer, Springer Nature
Number of pages21
ISBN (Electronic)9781402059087
ISBN (Print)9781402087905, 9781402059070
Publication statusPublished - 2007


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