Autores - Editores Owens, Kay

Descripción

Two key mathematical concepts, the line and the number, are considered in terms of the cultural context of several examples from the many cultures of Papua New Guinea. This paper highlights how the continuous line in a topological sense is significant diverse in cultural practices, which are relatively common in the nation though with cultural variations with each language group. In particular, it looks at the significance of the line in art, string-bag making, and in coverings. Number is also considered with evidence of invented ways and borrowed ideas in which people developed systems for large numbers of objects indicating a strong sense of number. Evidence is given from both Austronesian and Non-Austronesian languages. The implications for using children’s home background in terms of new starting points for education together with new understandings of mathematics in a cultural context in this country are also highlighted.

Lista de autores

Owens, Kay

Fecha

2016

Autores

Descripción

The Aboriginal Education Policy for an Australian State (New South Wales Department of Education and Training, 2008) requires partnerships and engagement with the local Aboriginal community. A case study of this policy in action was undertaken in a small rural city in the State.This paper provides an analysis of the strategies by which schools participating in three programs aimed at improving Indigenous education. Through a Stronger Smarter Learning Community, Make It Count and 8-Ways projects, schools have been able to make significant changes in their schools’ ethos. Significantly, public education in this rural city has achieved results that reflect high expectations.Interviews with principals, teachers, Aboriginal students and their community highlighted the increasing interaction between the Aboriginal parents and community and the schools, the increasing warmth and welcome extended both ways, and the impact that these approaches are having on curriculum, teaching and learning. The strategies, small steps, clear goals, respect and flexibility resulted in changes in learning mathematics. The analysis illustrates how the Stronger Smarter, Make it Count and 8-ways approaches facilitated changing teachers’ perceptions, skills, practices and curriculum and resulted in a culturally responsive, place-based mathematics curriculum.

Lista de autores

Owens, Kay

Fecha

2013

Autores

Descripción

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.

Lista de autores

Owens, Kay, Edmonds-Wathen, Cris y Bino, Vagi

Fecha

2015

Autores

Descripción

Research in ethnomathematics is needed to preserve what might be considered the cultural mathematics of a particular community. It is important to describe and analyse this mathematics before it is lost. Some of the current ethnomathematical knowledge such as the counting system records and analyses in PNG are at the description or content analysis level. This is an essential aspect of ethnomathematical research. However, ethnomathematics research needs to consider other aspects of ethnomathematics besides content analysis. The current knowledge resides with those who may be elderly while the researchers are younger members of the community. The relationship between people and the place of the ethnomathematical knowledge in the cultural practices and relationships needs to be recognised. The values embedded in the way the mathematics is presented and learnt is as important in the realm of ethnomathematics as it is in school mathematics. One of the challenges for the young researcher is to be critical and reflexive and to know not only the right questions to ask but also when to ask, whom to ask and what not to ask. The cultural expectations on the researcher need to be recognised as the research is gathered.

Lista de autores

Owens, Kay.

Fecha

2006

Autores