Teaching and Learning Mathematics Abroad
Publications from Research Abroad
Dr. Waller's research interest for investigating mathematics on a global scale has afforded her the opportunity to participate and serve as a co-coordinator of four study abroad programs; Ghana, South Africa, Morocco and Brazil. Dr. Waller’s work has examined mathematical language as a tool that transcends cultural lines and provides guidelines for breaking cultural barriers in mathematics. Dr. Waller has also studied the injustices that continue to persist in the mathematics classroom even in the aftermath of desegregating schooling in South Africa. As a recipient of a Fulbright-Hays Scholarship award from Auburn University, Dr. Waller traveled to all 7 continents of Belize to study women in Mathematics.
Below are some of the publications from Dr. Waller's international work.
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Waller, Patrice P. & Flood, Chen T., (2016). Mathematics as a Universal Language: Transcending Cultural Lines. Journal for Multicultural Education. 10(3), pp. 284 – 306.
DOI http://dx.doi.org/10.1108/JME-01-2016-0004
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Waller, Patrice P. & Maxwell, K., (2016). An Examination of Mathematics Teachers’ Perceptions of the Disparities in Post-Apartheid Schooling. International Journal of Science and Mathematics Education, DOI 10.1007/s10763-016-9713-2.
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Waller, Patrice P., (2015). Culture Mathematics and Teaching in Belize. Yarber-Allen, Annice and Denise Davis-Maye (Eds). Culture in the Classroom: Curriculum Development Ideas from the Summer Institute on the Welfare of Women in Belize. Government Report, Award Number P021A130071. Office of International and Foreign Language Education of the U.S. Department of Education Group Projects Abroad.
Presentations from Research Abroad
Waller, Patrice P., (2016) International Conference on Urban Education. The State of Mathematics Education: Exploring the Field from All Angles. November 3 – 5, 2016. San Juan, Puerto Rico.
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Waller, Patrice P., (2015). Critical Responses to Enduring Challenges in Mathematics Education. PMENA 2015. The Impact of Teaching Experience on Mathematics Graduate Teaching Assistants’ Efficacy. November 5-7, 2015. Michigan State University, Lansing, MI.
Parker, Patrice L., & Johnson, A., (2014). International Conference of Urban Education: Building and Sustaining Global Partnerships for learning and Development. A Fair Assessment of Mathematical Literacy: Troubling the Traditions of Assessment. November 6-8, 2014.
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Parker, Patrice L., Maxwell, K., (2014). International Conference of Urban Education: Building and Sustaining Global Partnerships for learning and Development. Mathematics Teacher Perceptions about Existing Disparities among Public and Private Schools in Johannesburg, South Africa. November 6-8, 2014.
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Parker, Patrice L., Maxwell, K., & Byrd, S., (2013). Broadening Perspectives on mathematics Thinking and Learning. PMENA 2013. Mathematics teacher perceptions about existing disparities among public and private schools in Johannesburg, South Africa. November 14-17, 2013. University of Illinois at Chicago, Chicago, IL.
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Parker, P. L., Maxwell, K., (2012). African Studies Institute International Conference on Africa and its Diaspora: Expressions of Indigenous and Local Knowledge. An Examination of the Economic, Mathematical and Social-Psychological Structures of a Bargaining Transaction: An Exploratory Case Study in Morocco. November 10 – 12, 2012, University of Georgia, Athens GA.
Faculty Led Study Abroad in
Johannesburg, South Africa
Dr. Waller Math and Science credential candidates were exposed to global mathematics and science and highlight the need for just, equitable and inclusive education. The cultural immersion experiences provided future math and science teachers the opportunity to teach math in different schools that vary in geographical locations as well as economic status. The experience was designed to expose participants to alternative ways of knowing and learning and to enhance students' perspectives on the need to adopt culturally responsive pedagogical practices.
Student Reflections
My biggest take away from this experience is the importance of individuality and how much the culture of my classroom can impact my students and their ability/motivation to do well in my class.
What a trip. It has been only a couple days since I have been back in the states and it's hard to believe that not even a week ago I was on the other side of the world observing classrooms and watching how math(s) is taught in South Africa.
The trip itself has shed light on how important equity and inclusive education is to the individual student (learner).