Marcelo C. Borba – författare

As we enter into the 21"Century, the presence of technology, particularly techno-science, in everyday life is overwhelming. Institutions in the modem world are affected by this presence. Like Janus, the ancient Roman god whose double-faced head signified his knowledge of the present and the future, education has always been a two-faced enterprise. The past establishes goals and methods of Education, and the other face tries to capture the future and suggests and proposes new directions of thought and new styles of behavior for the generation which, in a few years, will take over both routines and societal innovation. History tells us that this face of Education has always been sensitive to emerging technologies. Technologies of communication and information have been particularly influential in new directions of society, in particular of education. The transition from orality to writing marked a new role for the teacher. From the sole repository of accumulated knowledge, the teacher became a guide and interpreter of registered knowledge. The emergence of hardware, in the form of documents and books, initiated a companionship between teacher and hardware. It is also remarkable how the emergence of writing strengthened individual memory, contrary to the concerns of Thamus when Theuth explained to him the discovery of writing. The conservative king was afraid that the new invention would implant forgetfulness in the souls of men.

As we enter into the 21"Century, the presence of technology, particularly techno-science, in everyday life is overwhelming. Institutions in the modem world are affected by this presence. Like Janus, the ancient Roman god whose double-faced head signified his knowledge of the present and the future, education has always been a two-faced enterprise. The past establishes goals and methods of Education, and the other face tries to capture the future and suggests and proposes new directions of thought and new styles of behavior for the generation which, in a few years, will take over both routines and societal innovation. History tells us that this face of Education has always been sensitive to emerging technologies. Technologies of communication and information have been particularly influential in new directions of society, in particular of education. The transition from orality to writing marked a new role for the teacher. From the sole repository of accumulated knowledge, the teacher became a guide and interpreter of registered knowledge. The emergence of hardware, in the form of documents and books, initiated a companionship between teacher and hardware. It is also remarkable how the emergence of writing strengthened individual memory, contrary to the concerns of Thamus when Theuth explained to him the discovery of writing. The conservative king was afraid that the new invention would implant forgetfulness in the souls of men.

In the new times of globalisation, international academic contacts and collaborations are ever increasing. They are taking many forms, from international conferences and publications, student and academic exchange, cross cultural research projects, curriculum development to professional development activities and affect every aspect of academic life from teaching, research to service.This book aims to develop theoretical frameworks of the phenomena of internationalisation and globalisation. It identifies related ethical, moral, political and economic issues facing mathematics and science educators. It provides a venue for the publication of results of international comparisons on cultural differences and similarities rather than merely on achievement and outcomes. The book represents the different voices and interests from around the world rather than consensus on issues, and serves as a forum for critical discussion of the various models and forms of international projects and collaborations.

This book develops theoretical frameworks of internationalisation and globalisation. It identifies related ethical, moral, political and economic issues as well as details international comparisons on cultural differences and similarities.

This edited volume is written in memoriam of Professor Emeritus Ubiratan D’Ambrosio (1932 – 2021), who was a well-known Brazilian mathematics educator and historian of mathematics. This book explores the diverse facets of D’Ambrosio’s work as well as his legacy and the later adaptation of his ideas around the globe.It starts with a preface written by his son, Alexandre D' Ambrosio, who shares his personal experiences growing up with this father and his love for discovery. The book is then divided into four sections:Past and Future: Ubi’s Way of Seeing Education in the PresentRoots of EthnomathematicsEthnomathematics in ActionTrends in EthnomathematicsIt features diverse points of view and experiences that explore mathematics and culture from researchers in the Americas, Africa, Europe and South Asia. Chapters range from personal explorations of D’Ambrosio’s impact to broader views of his researchand work. This book forms part of the growing understanding of Ubiratan D’Ambrosio’s life, research, and the legacy he has left for millions of researchers, students and teachers worldwide. This book is appealing to anyone involved in mathematics education research as well as those interested in the history and future of mathematics education.