Foundational Mathematical Knowledges: From Times Past to the Present—Technology

Paraide, Patricia; Owens, Kay; Muke, Charly; Clarkson, Philip; Owens, Christopher

doi:10.1007/978-3-030-90994-9_2

Cited by 1 publication

(9 citation statements)

References 13 publications

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“…However, one of the major concerns has been the failure of teachers, students and communities to recognise the intrinsic mathematical ways of thinking culturally and to consider any mathematics in community activities as quite separate to what they see as mathematics, that is what they learn in school. Our research indicated that in fact mathematical thinking is constantly used in everyday activities [35][36][37].…”

Section: Languages Of Mathematics In Villages and In Schoolsmentioning

confidence: 79%

“…In some respects, mathematics is associated with the physical and social environment familiar to the students in the same way that a mathematics trail or project is prepared for students to encourage their interest in mathematics by making it relevant to their everyday lives. Further examples are available in other references [24,36,37,42,48,49]. Developing or using such examples is an important aspect of mathematics teacher education if teachers are to provide examples and exercises relevant to students [50].…”

Section: Dissonance Between Home and School Mathematicsmentioning

confidence: 99%

“…Much of this knowledge is still passed on between generations today using Indigenous ways of learning and teaching [27]. Most foundational mathematics is learnt from older men or women who gather under relational connections to share their knowledge in groups during everyday activities or special traditional activities [36,37].…”

Section: The Depth and Diversity Of Foundational/traditional Mathemat...mentioning

confidence: 99%

“…A few remarks might indicate the extent and depth of this knowledge. (See also [10,36,37,51,52]). Seafarers had fishing and navigation skills, travelling over the horizon to distant places [53,54].…”

Section: The Depth and Diversity Of Foundational/traditional Mathemat...mentioning

confidence: 99%

“…Kinship patterns were extensive, and again, reciprocity was significant [56,57]. There were tools and processes for carrying, collecting, fishing, agriculture, food and materials preparation, creating, building, playing and celebrating [36]. There were designs and patterns of cultural significance and replication of objects such as canoes [37,42], pots [58,59], drums, baskets, string figures [60], shields, bows and arrows, axes, or house walls and roofs [36,42].…”

Section: The Depth and Diversity Of Foundational/traditional Mathemat...mentioning

confidence: 99%

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The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

Owens

2023

Education Sciences

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Over the past 30 years, teacher education has changed to incorporate a larger emphasis on understanding students’ sociocultural backgrounds, knowing that these influence their learning. However, in terms of mathematics and mathematics education in teacher education, less has been done to recognise the sociocultural mathematics backgrounds of students. An example is provided to show how entrenched colonial attitudes to mathematics have developed into neocolonial policies that influence mathematics education. This example is based on a large historic research project in Papua New Guinea (PNG) that aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from records of first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed, establishing an understanding of the current status of mathematics education as neocolonial. Neocolonial education policies diminish cultural ways of thinking. Thus, teacher education has an important role in sensitizing preservice and inservice teachers to the impact of neocolonial approaches as well as in developing with students some ways of reducing this impact and encouraging more holistic, culturally relevant mathematics education.

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Section: Languages Of Mathematics In Villages and In Schoolsmentioning

confidence: 79%

Section: Dissonance Between Home and School Mathematicsmentioning

confidence: 99%

Section: The Depth and Diversity Of Foundational/traditional Mathemat...mentioning

confidence: 99%

Section: The Depth and Diversity Of Foundational/traditional Mathemat...mentioning

confidence: 99%

Section: The Depth and Diversity Of Foundational/traditional Mathemat...mentioning

confidence: 99%

See 3 more Smart Citations

The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

Owens

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

Foundational Mathematical Knowledges: From Times Past to the Present—Technology

Cited by 1 publication

References 13 publications

The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

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