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ERIC Number: ED573355
Record Type: Non-Journal
Publication Date: 2012-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 42
Identity and Ethnomathematics Projects in Papua New Guinea
Owens, Kay
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012)
Indigenous students may find mathematics in schools difficult because there is discontinuity between cultural mathematics and school mathematics. One of the reasons for this is that their teacher's identity as a mathematical thinker may not link to their cultural ways of thinking. In Papua New Guinea, there is a subject to assist student teachers to develop their own and hence their students' consonance between cultural and school knowledge. In the subject, student teachers undertake a project to link culture and mathematics. The question for this research is to explore how student-teacher identity as a mathematical thinker is enhanced when they explore the cultural setting of their mathematics. From 239 reports collected over a 10 year period, 60 were analysed to explore the impact of sociocultural contexts on identity as a mathematical thinker. The document analysis informed the argument that such projects encourage teachers to express both culture and school mathematics and to identify with their cultural mathematical ways of thinking and to value these in school education.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Papua New Guinea