ERIC Number: ED229263
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
Andra Community School Field Report. Indigenous Mathematics Project. Working Paper 6.
This report summarizes field work on Andra Island, Papua New Guinea, one of five community schools participating in the ongoing research and development efforts of the Indigenous Mathematics Project (IMP). It opens with an introduction to the site, the school setting, and the community setting. Background on the IMP teacher and the size of classes which participated in the study (grades 4 and 6) are noted; there is no separate grade 2 class as in other IMP sites. Curriculum implementation is then discussed in detail, including such difficulties as the speed with which notes could be made during class observations, the lack of some materials, the need to pursuade the IMP teacher to modify activities as necessary, the length of lessons, and the careful but limited use of IMP workbooks. Lessons and materials which were particularly effective or not so effective are described, with suggestions for improvement of IMP materials. Language use is then described, with the difficulties of documenting in three languages noted. Finally, there are sections on classroom interaction and on student interviews. The conclusion notes that both teacher and students found the IMP curriculum materials to be attractive and exciting, and the lack of a teacher's guide for the grade 6 program was most distressing for the teacher. (MNS)
Descriptors: Cross Cultural Studies, Cultural Influences, Curriculum Development, Educational Research, Elementary Education, Elementary School Mathematics, Ethnography, Field Studies, Language Role, Mathematical Vocabulary, Mathematics Curriculum, Mathematics Instruction, Teaching Methods, Textbooks, Workbooks
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Sponsor: Papua New Guinea, Dept. of Education, Port Moresby.; United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Authoring Institution: Indigenous Mathematics Project, Port Moresby (Papua New Guinea).
Identifiers: Indigenous Mathematics Project; Mathematics Education Research; Papua New Guinea
Note: For related documents, see SE 041 540-555.