| 1. |
- Glasbey, JC, et al.
(författare)
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- 2021
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swepub:Mat__t
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| 2. |
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| 3. |
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| 4. |
- Edmonds-Wathen, Cris, 1972-, et al.
(författare)
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Indigenous languages and mathematics in elementary schools
- 2014
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Ingår i: Curriculum in focus: Research guided practice. - Sydney, Australia : MERGA. ; , s. 207-214
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Konferensbidrag (refereegranskat)abstract
- Indigenous languages are used for instruction in elementary schools in Papua New Guinea, but teachers have generally received their own education in English. The challenges of identifying terminology to use in mathematics include many-to-one correspondences between English and the vernacular languages, and different grammatical structures. Guidelines to assist teachers need contextualised examples. Teachers also need sufficient mathematical understanding themselves.
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| 5. |
- Owens, Kay, et al.
(författare)
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Bringing ethnomathematics to elementary schools in Papua New Guinea : A design-based research project
- 2015
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Ingår i: Revista Latinoamericana de Etnomatemática. - 2011-5474. ; 8:2, s. 32-52
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Tidskriftsartikel (refereegranskat)abstract
- After 40 years of ethnomathematics research in Papua New Guinea and policies encouraging ethnomathematics in schools, it was time to look at professional learning for teachers so they could effectively implement the policies. Within a design-based research methodology, we designed a set of interlinked principles, tried them in several workshops for teachers, and revised the principles to take account of needs based on reflexivity and evaluations. We developed a manual to use in the workshops. We are continuing this research through several different phases, moving from direct delivery of the professional learning to teachers in various provinces and ecologies to delivery to trainers who then teach the teachers in three provinces, and finally by technology delivery. Early evaluation data suggest that the key principles showing the importance of culture, language and mathematical thinking in the teaching of early mathematics are sound. Workshops have been well received as teachers inquire into the mathematics of their own cultures. The need for a stronger understanding of early mathematics learning in general has been identified. The use of video of cultural practice and of young children learning to count and investigate has had a significant impact.
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| 6. |
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| 7. |
- Owens, Kay, et al.
(författare)
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Cultural horizons for mathematics
- 2011
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Ingår i: Mathematics Education Research Journal. - : Springer Science and Business Media LLC. - 1033-2170 .- 2211-050X. ; 23:2, s. 253-274
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Tidskriftsartikel (refereegranskat)abstract
- As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.
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| 8. |
- Owens, Kay, et al.
(författare)
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Professional learning for cultural mathematics in Papua New Guinea’s elementary schools
- 2014
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Ingår i: Curriculum in focus: Research guided practice. - Sydney : MERGA. ; , s. 726-729
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Konferensbidrag (refereegranskat)abstract
- A design of principles for teacher professional learning was developed to improve the teaching of Cultural Mathematics in elementary schools in Papua New Guinea. The design’s appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has been in different ecologies and through workshops with different numbers and diversity of languages of teachers attending. This paper outlines the design of the principles and the structure of the workshop.
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