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Bringing ethnomathematics to elementary school teachers in Papua New Guinea: A design-based research project

Owens, Kay, Edmonds-Wathen, Cris and Bino, Vagi (2015). Bringing ethnomathematics to elementary school teachers in Papua New Guinea: A design-based research project. Latin American Journal of Ethnomathematics: sociocultural perspective of mathematics education,8(2):32-52.

Document type: Journal Article
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IRMA ID 84550754xPUB61
Title Bringing ethnomathematics to elementary school teachers in Papua New Guinea: A design-based research project
Author Owens, Kay
Edmonds-Wathen, Cris
Bino, Vagi
Journal Name Latin American Journal of Ethnomathematics: sociocultural perspective of mathematics education
Publication Date 2015
Volume Number 8
Issue Number 2
ISSN 2011-5474   (check CDU catalogue  open catalogue search in new window)
Start Page 32
End Page 52
Total Pages 21
Place of Publication Colombia
Publisher Universidad de Narino * Sistema Institucional de Gestion de Revistas Academicas
HERDC Category C1 - Journal Article (DIISR)
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
Keywords Cultural Mathematics
Inquiry
Professional Learning
Elementary Mathematics Education
Description for Link Link to published version
URL http://www.redalyc.org/articulo.oa?id=274041586003
 
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Created: Tue, 26 Jul 2016, 12:39:28 CST