Development Education

1. Development Education and its Use in Mathematics Teaching

2. Outcomes • What is Development Education? • Why should we use it in Mathematics class? • How can we use it?

3. Development Education • “an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live” Irish Aid, Dept of Foreign Affairs

4. Aims of DE? • Ultimately development education aims to develop critical thinking skills, analytical skills, empathetic capacity and the ability to be an effective person who can take action to achieve desired development outcome. • (Tormey, 2003). • It encourages students to compare development issues present within their own countries to those experienced in other places throughout the world • (Regan, 2002).

5. Aims of DE? • Ultimately development education aims to develop critical thinking skills, analytical skills, empathetic capacity and the ability to be an effective person who can take action to achieve desired development outcome. • (Tormey, 2003). • It encourages students to compare development issues present within their own countries to those experienced in other places throughout the world • (Regan, 2002).

6. Aims of DE? • Ultimately development education aims to develop critical thinking skills, analytical skills, empathetic capacity and the ability to be an effective person who can take action to achieve desired development outcome. • (Tormey, 2003). • It encourages students to compare development issues present within their own countries to those experienced in other places throughout the world • (Regan, 2002).

7. Aims of DE? • Ultimately development education aims to develop critical thinking skills, analytical skills, empathetic capacity and the ability to be an effective person who can take action to achieve desired development outcome. • (Tormey, 2003). • It encourages students to compare development issues present within their own countries to those experienced in other places throughout the world • (Regan, 2002).

8. Topics: • Development Goals: • UN Summit (2000) • Underlying theme: Unfairness / Unequal World

9. Why Use Development Education? It’s Part of Our Job! • Teaching Council Code of Conduct: • Identifies cultural values, social justice, equality and inclusionas core values of the teacher. • Role of Education: • To make a fairer society.

10. Why Use Development Education? Student Development • Deeper understanding of global issues. • Develops critical and analytical thinking. (Tormey, 2003)

11. Why Use Development Education? Deepens Mathematical Understanding • Orientation and Motivation: Recognise the importance of mathematics (Affective Domain) • Information: Using real statistics (Cognitive Domain) • Application: Using maths to solve real issues. (Psychomotor Domain)

12. Why Use Development Education? Changing Educational System. • Newly Qualified Teachers – expected to be up to date with current practices • This could help you get a job!

13. Video What mathematical topics can you relate to this?

14. The Evidence

15. Drudy (2006) Wiggins (1999) Callan (1998) The importance of DE Sharpe (2000) • Devine (et al., 2001) believes that teachers need to become more than mere subject experts and schools need to become ‘caring and nurturing institutions rather than focusing exclusively on academic attainment’ (p.6). • McMorrow (2006) thinks that greater importance needs to be placed on highlighting the inequalities that exist in the world and the role we all play in causing or preventing such inequalities. Munnelly (2003) • Wade(1997) states that education should ‘prepare young people to meet the challenges and opportunities of the present world and to play a constructive part in shaping the world of the future’ (p.1). Howe (1990) Regan (2002) Torney (2003)

16. Development Education in Ireland

17. Irish Study: Development Education • A study into Development Education was carried out on Irish secondary schools in 2007. • Shannon Curriculum Development Centre. • Curriculum Evaluation & Policy research unit, UL. Funded by Irish Aid

18. Irish Study: Development Education • 1,193 teachers were surveyed • 265 maths teachers(22.2%). • More mathematics teachers were surveyed than any other subject (English 17.2%). • 4970 students were surveyed. • 2,586 second years • 2,382 fifth years

19. Irish Study: Development Education • The Conclusions: • 84% of teachers have used DevEd in the last five years • Students knowledge was quite high in relation to DevEd with the average score over 50%. • 96% of schools had organised fund raising for charities within the previous two years.

20. Irish Study: Development Education • Over 80% of teachers said they enjoy dealing with DevEd topics.

21. Irish Study: Development Education • Over 75% of teachers said they believed that the students were interested in DevEd topics.

22. Development Education in Mathematics

23. Irish Study: Development Education BAD NEWS!

24. A Second Study • 166 student teachers were surveyed after their block placement. (McCormack & O’Flaherty, 2006). Results: • Only 4% of the student teachers surveyed believed their co-operating teachers included development education issues in their teaching. • Furthermore, of the 84% of teachers that said they have taught DevEd topics in the last five years… • 77% of these teachers said the main resource • used when teaching DevEd was the text book.

25. Conclusions • Teachers may only be including DevEd because of its presence in the textbook. • Mathematic teachers struggle to see where DevEd can be included in their classes. • Main reasons for excluding DevEd were curriculum constraints, lack of time and little relevance to subject matter (McCormack & O’Flaherty, 2006). • Haran & Tormey (2002) believe “Development Education should be about teaching ‘differently’ rather than teaching ‘more’.

26. Applications

27. APPLICATIONS

28. Earthquakes

29. Major Weather Events 2011 – Earthquake & Tsunami (Japan) 2010 – Haiti Earthquake 2006 – Hurricane Katrina 2004 – Christmas Tsunami (Indian Ocean) Global Warming??

30. Earthquakes • The Richter Scale • What is it? • How was it constructed? • Do people fully understand what the numbers on the scale represent?

31. Earthquakes • What is the difference between a magnitude 2 an magnitude 4 earthquake? • Is it twice as strong? • A magnitude 3 earthquake is 10 times stronger than a 2 earthquake. • A magnitude 4 earthquake is 10 times stronger than a 3 earthquake. • 10 x 10 = 100 • Great opportunity to introduce logs and indices.

33. Benefits: The benefits of using DevEd to introduce Logarithms and Indices: • Understand how devastating high magnitude earthquakes are. • Encourage students to consider how these natural disasters affect humanity. • Excellent method of introducing a challenging concept.

34. Inequality in Sport

35. Inequality in Sport Is there a clear presence of inequality in sport? • Money • Media

36. Soccer and Salaries Samuel Eto’o €20 million Marta Veira Da Silva €400,000 2% of what Eto’o earns

37. Basketball Lebron James $53 million Candace Parker $3 million 5.66% of what James earns

38. Media Do these percentages reflect how much media coverage is given to different genders in sport?

39. Child Poverty

40. One approach to introduce Child Poverty

41. A Second Approach

42. Which had a better impact? A DVD or video is the most effective methodology when teaching Development Education. Irish Aid Study 2007

43. Task: Work in Groups

44. Task: Work in Groups

45. Task: Work in Groups

46. Task: Work in Groups

47. How do we raise the money?

48. Development Education In Short Courses

49. The Short Courses • The Short Courses can: • Give us as math teachers, more room to be creative and innovative with our ideas. • Present an opportunity to incorporate Development Education with maths. • Allow teachers to take Development Education outside the classroom and into the community. • Help educate the local community about Development Education.

50. Endangered Species