A CHARLES Sturt University (CSU) researcher from Dubbo is being funded by AusAID to explore how best to identify and use cultural mathematical proficiencies to assist young students to transition to school mathematics in Papua New Guinea (PNG).
Dr Kay Owens, lecturer in the CSU
School of Teacher Education in Dubbo, has received an AusAID grant of $391,000 (K881,460.84)
for a three-year (2013-2015)
research project titled, Improving the teaching of mathematics in Papua New
Guinea elementary schools by using local languages and cultural practices.
"The many languages and
ecologies of PNG pose challenges for teaching maths there," Dr Owens said.
"Elementary education (years
one to three) is dependent on the understanding of teachers to build on
cultural knowledge and to move students to school mathematics without
dysfunction and loss of identity.
"The research will use 'design
research', a relatively new research method, to design and refine guidelines to
assist elementary teachers to recognise and use cultural mathematical
proficiencies, and to develop vernacular phrases for school mathematics.
The research will also develop a
design for professional learning with technology, and will improve education
for students in more remote areas where vernacular languages are strong, to
maintain respect for elders and thus strong values in society."
Dr Owens has extensive experience
with education in PNG, dating from 1973 when she taught mathematics at the PNG
University of Technology.
Her research builds on 15 years of
living and working in Lae, together with 13 follow-up visits over a 40-year
period, visiting and staying in over 60 villages spanning 52 languages across
PNG.
Dr Owens' research has focused on
ethno-mathematics, looking particularly at the counting systems, measurement
and space concepts, values and ways of thinking mathematically, of hundreds of
the more than 800 languages from quite different PNG cultures.
She emphasises eco-cultural
mathematics, visuo-spatial reasoning, partnerships with community, and context
for education.
"There is a growing body of
research about different language groups and their mathematical proficiencies,
mostly about counting," Dr Owens said.
"There is data for 352 PNG
language groups that illustrate how village activities such as gardening;
building bridges, traps, and canoes; weaving walls, mats, and baskets; making
other artifacts; playing games; navigating on sea and land; hunting and
fishing; and participating in exchanges can be linked to mathematics.
"There was a strong recognition
from student teachers that incorporating cultural activities would strengthen
students' learning and understanding of mathematics and revitalise cultural
practices.
"The language should support
conceptual development rather than be transliterations."
Dr Owens is affiliated with CSU's
Research Institute for Professional Practice, Learning and Education (RIPPLE),
which has supported this project by providing a fellowship for one semester for
her as principal researcher, and providing a project manager.
Dr Owens will work with the Glen
Lean Ethnomathematics Centre (GLEC) in the Division of Mathematics and
Computing at the University of Goroka.
All but two researchers involved in
this project are PNG nationals.
Support will also be given by an
Australian linguist familiar with remote Indigenous language strengths for
mathematics education.
- Appeared in The National on April 22, 2013
I have a feeling that someone with a background in Maths, Language or Philosophy studying our indigenous knowledge systems would unravel treasures that can advance the 21st century world. New knowledge acquired, but with the appropriate adjustments made, could provide answers to questions/challenges in different areas in modern Science, Mathematics or Computer Science. Just some of my thoughts.
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