Fostering global citizenship through mathematics
Monica Kochar
In Becoming a Globally Competent Teacher, Wagner, Parkhouse, and Glazier write that global competence is“theset of knowledge, skills, mindsets, and values needed to thrive in a diverse, globalized society”. Global citizenship education, therefore, empowers students to become active agents of social change. As educators, we hold the responsibility to cultivate inquiry skills and a sense of agency in our students.
Through my experience of teaching middle and high school mathematics, I’ve discovered that math can serve as a powerful lens for exploring and addressing pressing global issues. After all, mathematics is fundamentally about data and analysis, and when we connect these concepts to topics of global significance, we open doors for our students to engage meaningfully with the world around them.
In my middle school classroom, I have integrated math with three significant global themes: gender equity, health, and education. Each project not only reinforced mathematical concepts, but also encouraged students to reflect on their roles in fostering social change. Here’s a closer look at these projects, infused with anecdotes from my teaching journey.

1. Exploring gender through ratios
In India, the gender ratio often reveals profound disparities with many states showing a bias towards males. This stark reality provided an opportunity for my seventh-grade students to engage with the concept of ratios and proportions.
Project outline: Gender ratio analysis
Topic: Ratio and proportion
Task: Investigate the boy-to-girl ratio in different Indian states and union territories.
As I explained the topic, I shared my own experience of witnessing gender bias in various forms throughout my life. I encouraged students to think critically about how these issues might impact their own families and communities.
Strategy:
a. Each student selected a state or union territory and conducting research on the boy-to-girl ratio over the past decade.
b. Students answered guided questions:
– What is the boy-to-girl ratio in your chosen region?
– What observations can you make from the data?
– What cultural factors might explain the current ratio?
c. Students wrote reflective pieces about their feelings and thoughts upon completing the task.
When students regrouped to share their findings, I remember when one student, visibly shocked, shared the statistics from his state. It was a heartfelt reminder that numbers represent real lives. When I asked, “How does this affect your life?”, the responses were deeply moving. One boy expressed his commitment to helping with household chores, while a girl vowed to stand up against bullying from her brother. This moment encapsulated the essence of global citizenship – awareness leading to social responsibility.
2. Understanding health through Body Mass Index
Health is a fundamental aspect of global citizenship. To connect this theme to mathematics, I introduced my eighth-grade students to the concept of Body Mass Index (BMI).
Project outline: BMI calculation and reflection
Topic: Health and wellness
Task: Calculate and interpret personal BMI.
I’ll never forget the day I shared my own BMI calculation with the class. I joked about my love for pizza and how it sometimes affected my numbers, which immediately lightened the mood and encouraged students to be more open about their own health journeys.
Strategy:
Students partnered to measure each other’s height and weight, then calculated their BMI using the formula: BMI=kg/m².
They explored questions such as:
– What is your BMI and what does it indicate about your health?
– If you fall within the healthy range, what habits are contributing to your wellbeing?
– If you don’t, what changes will you make to improve your health?
This project encouraged students to engage with mathematical calculations while also reflecting on their lifestyles and habits. I noticed a significant shift in their conversations; they began sharing healthy recipes and exercise tips, creating a supportive environment for each other.

3. Addressing educational stress through data handling
Transitioning from primary to middle school can be overwhelming for students, often leading to increased academic stress. To address this issue, I designed a project for my data handling unit that allowed students to survey their peers about their academic experiences.
Project outline: Survey on academic stress
Topic: Data handling and survey design
Task: Conduct a survey on the perceived difficulty of middle school academics.
I vividly remember the first brainstorming session. Students were bubbling with ideas, some laughing about their struggles with math, while others shared stories of sleepless nights before exams. It was a moment of camaraderie that reminded me how important it is for students to feel heard.
Strategy:
Students worked in groups to devise their survey questions, collect data, and analyze their findings. One group focused on the question: “Does academics become very hard when we transition to middle school?”
Their work culminated in presentations that detailed which subjects were more stressful and offered suggestions for improvement. The findings were compelling enough to warrant a presentation to the school principal, leading to changes in the grade 6 timetable.
This experience empowered students to voice their concerns, reinforcing their role as active participants in their education. As educator Madeleine F Green noted in an article, “Global citizens feel a connection to their communities… and translate that sense of connection into participation.” These students acted and demonstrated a commitment to making their educational environment more supportive.
Embracing openness in global issues
Reflecting on these projects, I realize that the outcomes often exceeded my expectations. While my goal was to shift students’ mindsets towards global issues, their responses and reflections revealed a deeper understanding of their roles as global citizens. Integrating global issues into the math curriculum requires a classroom environment that fosters openness and dialogue, allowing students to engage with sensitive topics without fear.
As we continue to explore the intersection of math and global citizenship, let us remember the power of inquiry, reflection, and connection. When we challenge our students to consider their impact on the world, we not only teach them mathematical concepts but also inspire them to become compassionate, informed, and active participants in their communities.
By nurturing a curriculum that emphasizes global significance, we equip our students with the tools they need to make meaningful contributions to society, fostering a generation of learners who are not just academically proficient but also socially aware and ready to effect change.
The author is a seasoned educator and curriculum designer specializing in math education. With over 10 years of experience, she created HumaneMath, a human-centric math program, and has worked with leading organizations in edtech, publishing, and training. Her expertise spans curriculum design, teacher training, assessments, and quality review. Monica has contributed to key startups, including WhiteHat Jr., and mentored several initiatives. She holds a Master’s in Education from the University of the People. She can be reached at humanemath@gmail.com.