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Kaleva, W. T. (1995). Ethnomathematics and its implication for Mathematics Education in Papua New Guinea. In O.P. Ahuja (Ed.), Proceedings of the South Pacific Mathematics and Mathematics Education Conference. Port Moresby, UPNG : UBS Publishers Distributors Ltd. (New Delhi).

Kaleva, W. T. (1998). The cultural dimension of the mathematics curriculum in PNG : Teacher beliefs and teacher practices. Unpublished PhD thesis - Monash University, Australia.

Kaleva, W. T. (2001). Linkages between ethnomathematics and language: A case for collaborative research. PNG Journal of Education, 37(1&2), .

Kaleva, W. T. (2003). Secondary teacher beliefs and practices about mathematics in the Papua New Guinea Context. In A. Maha &T. Flaherty (Eds). Education for the 21st Century In Papua New Guinea and the South Pacific. Goroka: University of Goroka.

Matang, R. A. (1996). Towards an ethnomathematical approach to mathematics education in Papua New Guinea. Unpublished project for Master of Education, Queensland University of Technology, Brisbane, Australia.

Matang, R. A. (1998). The role of ethnomathematics and reflective learning in mathematics education in Papua New Guinea. Directions. Journal of Educational Studies, University of South Pacific, 20(2), 22-29.

Matang, R. A. (2001, September). Ethnomathematics and the age-old debate of conceptual knowledge versus procedural knowledge in mathematics: Implications for mathematics education in Papua New Guinea: A paper presented at the 2001 Faculty of Science Conference at the University of Goroka.

Matang, R. A. (2002). The role of ethnomathematics in mathematics education in Papua New Guinea: Implications for mathematics curriculum. Directions: Journal of Educational Studies, University of South Pacific, 24(1), 27-37.

Matang, R. A. (2003). The cultural context of mathematics learning and thinking in Papua New Guinea. In A. C. Maha & T. A. Flaherty (Eds.), Education for 21st Century in Papua New Guinea and the South Pacific. (p.161-168). Goroka: University of Goroka.

Matang, R. & Owens, K. (2004). Rich transitions from indigenous counting systems to English arithmetic strategies: Implications for mathematics education in Papua New Guinea. Paper presented at the Ethnomathematics Discussion Group 15, International Congress on Mathematics Instruction 10, Copenhagen. http://www.icme-10.dk/ (retrieved 19 June, 2004)

Muke, C. (2000). Ethnomathematics: Mid-Wahgi Counting Practices in Papua New Guinea. (Unpublished Masters thesis). University of Waikato, New Zealand.

Muke, C. (2003, September). Cultural mathematics and curriculum development in education reform. Paper Presented at Faculty of Education Conference at the University of Goroka.

Owens, K. (1999). The role of culture and mathematics in a creative design activity in Papua New Guinea. In E. Ogena & E. Golla (Eds.), 8th SouthEast Asia Conference on Mathematics Education: Technical papers (pp. 289-302). Manila: Southeast Asian Mahtematical Society.

Owens, K. (2000). Traditional counting systems and their relevance for elementary schools in Papua New Guinea, PNG Journal of Education 36 (1 & 2), 62-72.

Owens, K. (2001). The work of Glendon Lean on the counting systems of Papua New Guinea and Oceania. Mathematics Education Research Journal 13(1), 47-71.

Owens, K. (2001). Indigenous mathematics: A rich diversity. In Mathematics: Shaping Australia. Proceedings of Australian Association of Mathematics Teachers, pp. 157-167. Available on CD. Adelaide: AAMT.

Owens, K., & Matang, R. (2003, June). Building on the rich diversity of ethnomathematics in Papua New Guinea. Saami Ethnomathematics Conference, Sweden.

Owens, K. (2004, July). Multilingual elementary school teaching in Papua New Guinea. Paper presented to Multilingual satellite group of International Group for the Psychology of Mathematics Education.

 

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