| Description |
1 online resource (xvii, 494 pages) : illustrations (some color) |
| Series |
History of mathematics education |
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History of mathematics education.
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| Contents |
Intro -- Foreword -- Series Preface: The Place of this Book in Springer's History of Mathematics Education Series -- Contents -- Abbreviations -- Chapter 1: Introduction to the History of Mathematics Education in Papua New Guinea -- Beginning This Book -- Geography -- Cultures -- Overview of Recent History -- Major Changes in Education Since Independence -- The Purposes of This Book -- Brief Historical Overview of Western Education in PNG -- Changes in Language Policies With Respect to Education -- The Processes Adopted for Developing This Book -- The Researchers and Authors -- Processes for Developing Foundational Cultural Mathematics Education -- Processes for Developing the History of Mathematics Education Since Colonial Times -- Overview of the Book -- Moving Forward -- References -- Chapter 2: Foundational Mathematical Knowledges: From Times Past to the Present-Technology -- Introduction -- Cameo from Charly Muke: Personal Story of Learning and Teaching Cultural Knowledge -- Family and Cultural Background -- Cultural Learning Before School -- During School-Primary and Secondary Education -- Tertiary Education and Employed Life -- Cultural Techniques of Teaching and Learning -- Mathematics Concepts Embedded within Cultural Activities -- Conceptual Analysis -- Mathematics Education Before European Influence -- Oral Histories and Current Practices -- First Contact with Europeans -- Archaeological and Linguistic Studies -- Evidence of Technology and Mathematics -- String, Binding, Bilums and Tapa -- Extraction of Minerals and Colors -- Food Capture -- Fish capture -- Animal capture-nets and traps -- Fighting and Animal Capture -- Bows and Arrows -- Spears -- Shields -- Design and Types of Shields -- Color and Painting of Shields -- Agriculture -- Spades -- Longevity and Necessity of Agriculture -- Making Drains -- Trenches -- Stone Implements |
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Design -- Tortoise-Shell Designs -- Pottery and Pot Design -- Antiquity of Pottery -- Three-Dimensional Art -- Drums -- Musical Instruments -- Food Implements -- House Building -- Recent Adaptations -- Cooking, Drying and Storing Nuts, Ground Cooking and Baskets -- Bridges -- Cameo from Kay Owens -- Concluding Comments -- References -- Chapter 3: Foundational Mathematical Konwledges: From Times Past to the Present-Trade and Intergenerational Knowledge Sharing -- Introduction -- Trade -- Coast-to-Mountain Trade -- Trading Routes -- Island and Coastal Trade -- North Coast Sailing -- South Coast Sailing -- Kula Ring -- Shell -- Obsidian Stone and Tools -- The Impact of Colonialism on Trade -- Wayfinding, Sailing, Canoes, Sails and Paddles -- Sails -- Large Canoes -- Cameo from Kay and Chris Owens -- Fast-River Canoes -- Cameo on Canoe Racing and Mathematics -- Racing of the Gogodola -- Mathematics in the Traditional Racing of Gogodala -- Time -- Counting -- Diversity of Counting Systems -- Counting Objects, Shell Money and Classifiers -- Intergenerational Knowledge Sharing -- Pottery -- String Art -- Processes for Sharing Knowledge -- Moieties and Clans -- Observing, Discussing, and Communal Valuing -- Sharing of Foundational Knowledge -- Learning Foundational Medicinal Knowledge -- Cameo by Patricia Paraide on Her Father's Mathematical Activities and Education -- Comment on this Tolai Foundational Learning -- Moving Forward -- Chapter 4: Mathematics Education from the Early Colonial Period, Before and After Both World Wars, Until the Early 1960s -- Introduction -- Early Contact and Colonial Times -- New Guinea Pre-World War I: German Territory -- Papua Pre-World War 1: British, Queensland, Then Australian Territory -- Post World War I -- Mandated Territory of New Guinea -- Territory of Papua -- The War Years -- Cameo from Nagong Gejammec |
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Other Mission Schools During the War -- Papua and New Guinea Territory Post World War II -- The 1950s and 1960s -- Moving Forward -- References -- Chapter 5: Before and After Independence: Community Schools, Secondary Schools and Tertiary Education, and Making Curricula Our Way -- An Overview -- Cameo from Roy Kirkby -- Growth in Primary School Enrolments -- Cameo from Patricia Paraide -- Teachers -- Cameo from Daniel and Carrie Luke and Others in the Yarning Circle in Sydney -- Mid-1960s to Independence -- Changes in the Education System -- Growth in School Numbers and Gender Issues -- The Developing Mathematics Curriculum -- Teacher Education -- Teachers' Seminar -- Cameo of Trevor Freestone -- Cameo of Paulias Matane -- Change Came with Independence, But Not Easily -- Australian Policy Makers' Perspectives on Change -- Differences between Tololo's and McKinnon's Policies -- Moving Forward -- References -- Chapter 6: Key Policies and Adjustments in the Decade After Independence -- Education for Papua New Guinea -- International Agency Schools -- Cameo on International Schools by Kay Owens -- Textbooks and Teacher Professional Development -- Cameo from Kay Owens -- Concerns About Standards of Education -- Equity and Education -- Gender Equity -- Decentralization, and Provincial Equity -- Moving Forward -- References -- Chapter 7: Higher Education for Mathematicsa and Mathematics Education: Research and Teachingb -- Introduction -- The University of Papua New Guinea (UPNG) -- General Introduction -- Mathematics Teaching -- Cameo from Deane Arganbright -- Faculty of Education -- Papua New Guinea University of Technology (Unitech) -- General Introduction -- Mathematics at the PNG University of Technology -- Mathematics Teaching -- Mathematics Education Centre -- Mathematics and Mathematics Education Research at Unitech -- Gender Studies |
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Other Departments at the PNG University of Technology -- University of Goroka -- General Introduction -- Cameo from David Shield -- The Next Period of Development at the University of Goroka -- Mathematics and Mathematics Education Teaching -- The Glen Lean Ethomathematics Centre -- Divine Word University -- General Introduction -- Mathematics Teaching -- Cameo from Deane Arganbright -- Mathematics Education Teaching -- Pacific Adventist University -- PNG University of Natural Resources and Environment -- Western Pacific University -- Primary Teachers Colleges -- General Introduction -- History of Teacher Education -- The Teaching of Mathematics and Mathematics Education -- Technical Colleges and Institutes of Technology, and Vocational Centers -- Distance Education and Flexible Learning Institutes -- Concluding Comments -- References -- Chapter 8: The Reform Period: Major Changes and Issues in Practice -- The Birth of Education Reform -- Research Studies -- Numbers of Qualified Mathematics Teachers -- National and International Committees -- Structural Changes for the Reform of Education -- Impact of the Reform -- Implementing Change -- Financial Issues for Teachers and the Impact of Fees or No Fees -- No Fees -- History of Curriculum Changes -- Education for Rural Living -- Inclusive Education -- Teacher Education -- Concerns about Teacher Education -- Primary and Secondary Teacher Education Project (PASTEP) -- Elementary and Lower Primary Mathematics Curricula -- Language of Instruction in Formal Schooling -- Ethnomathematics -- Formal Integration of Indigenous and Western Knowledge -- Moving Forward -- References -- Chapter 9: Revising the Reform: Standards Based Education -- Introduction -- Disquiet and Politics Create a Change to Curriculum and Language of Instruction -- Cameo from Kay Owens |
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The Continuing Debate on Vernacular Languages for Instruction and Cultural Content -- Cameo from Patricia Paraide -- The Binary Divide -- Task Force Report for the Review of Outcomes-Based Education (OBE) -- Standards Based Education -- Equity and Social Justice -- Teacher Quality and Ways of Overcoming Difficulties -- Cameo from Kay Owens -- Revised Structure of Education -- Funding and Change -- Tuition Fee-Free Education and Accountability -- Moving Forward -- References -- Chapter 10: Mathematics Education and Language* -- Introduction -- Politics of Language in Papua New Guinea -- Students and Learning Mathematics in Papua New Guinea -- Cameo from Patricia Paraide -- Cameo from Charly Muke -- Cameo from Philip Clarkson -- Yarning in Sydney with PNG Nationals -- Results from East New Britain -- Some Theoretical Underpinnings -- Teachers and Teaching in Papua New Guinea -- Cameo from Kay Owens -- Cameo from Charly Muke -- Cameo from Patricia Paraide -- Other Anecdotal Data -- Indigenous Mathematics and Language -- An Earlier Exception: The Tok Ples Skul Movement -- Valuing Vernacular Languages in Education -- Teachers Use of Indigenous Language When Teaching Mathematics -- Mathematical Classroom Discourse -- Non-Mathematical Classroom Discourse -- Teachers' Reasons for Using Code-switching -- Summary Comments -- Teacher Education in Papua New Guinea -- Cameo from Philip Clarkson -- Introducing Innovations -- Professional Learning for Teachers -- Preservice Education -- Concluding Comments -- Moving Forward -- References -- Chapter 11: Visuospatial Reasoning, Calculators and Computers -- Introduction -- Highlights of Foundational Mathematics Visuospatial Reasoning -- Studies Conducted in the 1970s which Focused on Papua New Guinea Students' Learning -- Visualisation and Spatial Abilities Research -- Later Research in PNG on Visuospatial Reasoning |
| Summary |
Most education research is undertaken in western developed countries. While some research from developing countries does make it into research journals from time to time, but these articles only emphasize the rarity of research in developing countries. The proposed book is unique in that it will cover education in Papua New Guinea over the millennia. Papua New Guinea’s multicultural society with relatively recent contact with Europe and the Middle East provides a cameo of the development of education in a country with both a colonial history and a coup-less transition to independence. Discussion will focus on specific areas of mathematics education that have been impacted by policies, research, circumstances and other influences, with particular emphasis on pressures on education in the last one and half centuries. This volume will be one of the few records of this kind in the education research literature as an in-depth record and critique of how school mathematics has been grown in Papua New Guinea from the late 1800s, and should be a useful addition to graduate programs mathematics education courses, history of mathematics, as well as the interdisciplinary fields of cross cultural studies, scholarship focusing on globalization and post / decolonialism, linguistics, educational administration and policy, technology education, teacher education, and gender studies |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on online resource; title from PDF title page (Springer, viewed April 19, 2023) |
| Subject |
Mathematics -- Study and teaching -- Papua New Guinea
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Education -- Political aspects -- Papua New Guinea
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Education -- Political aspects
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Mathematics -- Study and teaching
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Papua New Guinea
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| Form |
Electronic book
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| Author |
Owens, Kay (Educator), author.
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Clarkson, P. C. (Philip Castledine), 1947- author.
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Owens, Christopher, author
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Muke, Charly, author.
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| ISBN |
9783030909949 |
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3030909948 |
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