The word mathematic is a collection of understand exactly and experiences developed from the contributions and attention of intellectuals through the past and over the globe. It allows us to recognize patterns, measure the quantity of correlations, and anticipate in the future.

By Abid Amin Naeem

Mathematics assists us in perceiving and interpret the world, and the world allows us to be understanding how to do mathematics. The entire globe is interconnected. Mathematics in the real world highlights these connections and prospects. The early youngsters can put these skills into execution, the more probable it is that our community and economy will continue to be progressive.

In pure mathematics, algebra can explain how quickly water becomes polluted and how many people in a third-world country may become unwell each year because of consuming that water. Geometry may be used across the world to teach the science behind the construction. Dozens of people have died because of earthquakes, wars, and other natural calamities throughout the world may be estimated using the study of statistics and probability. It may also predict profitability, the sharing of ideas, and the repopulation of previously endangered species. Mathematics is a very significant tool for global communication and collaboration. It can help students make sense of the real world and tackle difficult real problems. Rethinking mathematics from a global perspective opens new possibilities for the students with a new perspective on the topics that become traditionally employed, making mathematics more interesting and meaningful to them.

Recommended curriculum must enable students in acquiring global competency, which includes understanding different points of view and international conditions, realizing that concerns are interconnected worldwide, and communicating and responding properly. It includes considering classic themes in new ways and explaining to learners how the world is made up of circumstances, situations, and phenomena that can be organized out using appropriate mathematical tools.

Any global contexts employed in mathematics should contribute to a better understanding of both mathematics and the world. To do this, teachers must maintain their emphasis on providing high-quality instruction, logical, thorough, and applicable mathematical subjects while employing global applications that work. For illustration, students will find little value in answering in Europe, there is a difficulty with using kilometers rather than miles as a term when devices can readily translate the values. It does not contribute to a more complex understanding of the world.

Mostly, mathematics is studied as pure and theoretical science, yet it is widely utilized in fields other than physics and engineering. In consideration of growing population, disease transmission, or water contamination, studying exponential growth and decay (the rate at which things develop and decay), for example, is crucial. It not only provides students with a real-world context in which to apply mathematics, however, it also assists students in comprehending global phenomena — for example, they may hear about a disease developing in Pakistan, but they won’t be able to make the connection unless they understand how quickly something like cholera can spread in a high population density. In fact, incorporating a study of development and decay into lower-level algebra – it’s mostly found in algebra II – may provide more students with the opportunity to study it in a global context than reserving it for upper-level mathematics, which is not all students take.

In a related manner, a study of the subjects of statistics and probability is critical to comprehending mostly the world’s occurrences, but it is typically saved for students with a higher level of mathematics if it is studied at all in high school. However, because many worldwide occurrences and phenomena are unexpected and can only be explained using the models statistically, a globally focused mathematical education should include statistics. Natural disasters, such as earthquakes and tsunamis, may be used to predict death tolls, as well as the amount of help that will be necessary and the number of individuals who will be displaced in the aftermath.

Understanding the globe also entails recognizing other societies’ contributions. In algebra, students may benefit by learning numbers from the cultures of others, such as the systems of Mayan and Babylonian, which are based on the base 20 and base 60 systems, accordingly. They provided us with concepts like 360 degrees in a circle and the division of the hour into 60-minute intervals that are still useful in modern math systems and adding this sort of information can help students appreciate the contributions great societies have made to our knowledge of mathematics.

Consequently, it’s critical to present only examples that are most relevant to the subject and to inspire students to make sense of understanding the real world. Islamic tessellations, for example, are geometric forms arranged in an appealing pattern that may be used to develop, explore, teach, and reinforce basic geometric principles such as symmetry and transformations. And the students might learn about the many sorts of polygons that can be utilized to tessellate the plane (cover the space without hole or overflow) as well as how Islamic artists worked. Both the information and the context enable us to understand each other in this situation.

Students will be able to build connections globally using mathematics if they are given the correct knowledge and context for a globally infused mathematics curriculum. They will also be able to develop a mathematical model that represents the complexity and interconnectivity of global events and situations. They’ll be able to solve issues using mathematical techniques and build and explain the worldwide application of a certain math concept. They’ll also be able to apply the appropriate mathematical tools to the appropriate conditions and explain why the mathematical model they selected is appropriate. Students will also be able to assess facts and come to reasonable conclusions and apply their mathematical understanding and skills in real-world situations.

A student should be able to use the tools in mathematical sciences and procedures to study opportunities and the real problems in the world, as well as construct and interpret results and actions by using models in mathematics, by the time he or she graduates from high school. Several examples given here are only a few examples of how it may be done, and they can be used to kick off content-focused discussions involving mathematics teachers. These aren’t stand-alone courses of study, but rather intersecting and connected elements that schools will have to figure out how to use to accomplish their individual goals.

When discussing a curriculum globally through mathematics, it’s critical to take into account how mathematics helps the young students who want to learn math make sense of the world, what is a student’s experience allows them to use mathematics to contribute to the community globally, and what mathematics content students require to solve and understand the complex problems in a complex world. The next phase is to find genuine, relevant, and notable instances of global or cultural settings that will help with the development, deepening, and illustration of mathematical thinking. These abilities will be required of individuals in the global period, and the educational system should prepare students to be proficient in them. Throughout their secondary school, students concentrate on skills and projects. Students graduate with a portfolio of work that contains examples of:

Global Connections:

  • Using the mathematics to model real-world circumstances or situations.
  • Remarkably the explanations of how the model reflects the complexity and interconnectedness of situations or the world’s events.
  • To make and justify a choice, the model collects information; and
  • Within the framework of a globalized world, a decision or conclusion validated by mathematics.

Problem Solving:

  • Application of relevant problem-solving methods.
  • To answer the problem, you’ll need to utilize the suitable mathematical tools, methodologies, and representations.
  • The examination and demonstration of a proper and reasonable mathematical solution considering the facts.


  • The formulation, presentation, and explanation of mathematical reasoning, as well as the ideas and methodologies employed.
  • Using precise mathematical language and visualizations, communicate clearly and concisely.
  • The use of mathematical representations and conventions to express mathematical ideas.

By Abid Amin Naeem

As a mathematician turned digital columnist and science writer, I embark on a journey to ignite curiosity and unravel the wonders of science that inspire and enlighten.