Globalisation/localisation in mathematics education: Perception, realism and outcomes of an Australian presence in Asia

Abstract

This chapter examines the ways in which different types of international involvement by mathematics educators from Australia is an expression of, and response to the transitions in globalisation that have been occurring for the past two decades. The evidence it presents relates specifically to work in a development programme in Laos. Reference is also made to a teaching programme in Malaysia, and an independent development in the Maldives. The prevailing perceptions of communication, identity and development and renewal are examined within Delors (1996) identified tensions in learning © 2007 Springer Science+Business Media B.V.