ERIC Number: ED229266
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
Kero Community School Field Report. Indigenous Mathematics Project. Working Paper 9.
Johnson, Karen L.
This report summarizes field work at Kero School in Papua New Guinea, one of five community schools participating in the ongoing research and development efforts of the Indigenous Mathematics Project (IMP). The introductory material describes the site, the school setting, and the community setting. Background on the IMP teacher and the size of classes in grades 2, 4, and 6 are noted. The teacher's lack of organizational and planning skills is reported. In the evaluation of instructional materials, teacher's notes, and learning aids, several suggestions for improvement were noted, especially the need for more details in the teacher's notes. It was observed that while the upper two grades used English readily, the teacher often switched to Imbonggu or Pidgin to help pupils in grade 2. Brief comments are given on classroom interaction and the results of student interviews. The combination of dedicated teacher and supportive community were viewed as components of successful schooling at this site. (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.