Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea: The Case of Papua New Guinea

Foreword
Series Preface: The Place of this Book in Springer’s History of Mathematics Education Series
Contents
Abbreviations
Chapter 1: Introduction to the History of Mathematics Education in Papua New Guinea
	Beginning This Book
		Geography
		Cultures
	Overview of Recent History
		Major Changes in Education Since Independence
	The Purposes of This Book
	Brief Historical Overview of Western Education in PNG
		Changes in Language Policies With Respect to Education
	The Processes Adopted for Developing This Book
		The Researchers and Authors
	Processes for Developing Foundational Cultural Mathematics Education
	Processes for Developing the History of Mathematics Education Since Colonial Times
	Overview of the Book
	Moving Forward
	References
Chapter 2: Foundational Mathematical Knowledges: From Times Past to the Present—Technology
	Introduction
	Cameo from Charly Muke: Personal Story of Learning and Teaching Cultural Knowledge
		Family and Cultural Background
		Cultural Learning Before School
		During School—Primary and Secondary Education
		Tertiary Education and Employed Life
		Cultural Techniques of Teaching and Learning
		Mathematics Concepts Embedded within Cultural Activities
		Conceptual Analysis
	Mathematics Education Before European Influence
		Oral Histories and Current Practices
		First Contact with Europeans
		Archaeological and Linguistic Studies
	Evidence of Technology and Mathematics
	String, Binding, Bilums and Tapa
	Extraction of Minerals and Colors
	Food Capture
		Fish capture
		Animal capture—nets and traps
	Fighting and Animal Capture
		Bows and Arrows
		Spears
		Shields
		Design and Types of Shields
		Color and Painting of Shields
	Agriculture
		Spades
		Longevity and Necessity of Agriculture
		Making Drains
		Trenches
	Stone Implements
	Design
		Tortoise-Shell Designs
	Pottery and Pot Design
		Antiquity of Pottery
	Three-Dimensional Art
		Drums
		Musical Instruments
		Food Implements
	House Building
		Recent Adaptations
		Cooking, Drying and Storing Nuts, Ground Cooking and Baskets
	Bridges
		Cameo from Kay Owens
	Concluding Comments
	References
Chapter 3: Foundational Mathematical Konwledges: From Times Past to the Present—Trade and Intergenerational Knowledge Sharing
	Introduction
	Trade
		Coast-to-Mountain Trade
		Trading Routes
	Island and Coastal Trade
		North Coast Sailing
		South Coast Sailing
		Kula Ring
		Shell
		Obsidian Stone and Tools
	The Impact of Colonialism on Trade
	Wayfinding, Sailing, Canoes, Sails and Paddles
		Sails
		Large Canoes
		Cameo from Kay and Chris Owens
		Fast-River Canoes
	Cameo on Canoe Racing and Mathematics
		Racing of the Gogodola
		Mathematics in the Traditional Racing of Gogodala
	Time
	Counting
		Diversity of Counting Systems
		Counting Objects, Shell Money and Classifiers
	Intergenerational Knowledge Sharing
		Pottery
		String Art
	Processes for Sharing Knowledge
		Moieties and Clans
		Observing, Discussing, and Communal Valuing
		Sharing of Foundational Knowledge
		Learning Foundational Medicinal Knowledge
		Cameo by Patricia Paraide on Her Father’s Mathematical Activities and Education
		Comment on this Tolai Foundational Learning
	Moving Forward
Chapter 4: Mathematics Education from the Early Colonial Period, Before and After Both World Wars, Until the Early 1960s
	Introduction
	Early Contact and Colonial Times
		New Guinea Pre-World War I: German Territory
		Papua Pre-World War 1: British, Queensland, Then Australian Territory
	Post World War I
		Mandated Territory of New Guinea
		Territory of Papua
		The War Years
		Cameo from Nagong Gejammec
		Other Mission Schools During the War
	Papua and New Guinea Territory Post World War II
	The 1950s and 1960s
	Moving Forward
	References
Chapter 5: Before and After Independence: Community Schools, Secondary Schools and Tertiary Education, and Making Curricula Our Way
	An Overview
	Cameo from Roy Kirkby
	Growth in Primary School Enrolments
	Cameo from Patricia Paraide
	Teachers
	Cameo from Daniel and Carrie Luke and Others in the Yarning Circle in Sydney
	Mid-1960s to Independence
	Changes in the Education System
		Growth in School Numbers and Gender Issues
	The Developing Mathematics Curriculum
	Teacher Education
	Teachers’ Seminar
	Cameo of Trevor Freestone
	Cameo of Paulias Matane
	Change Came with Independence, But Not Easily
	Australian Policy Makers’ Perspectives on Change
	Differences between Tololo’s and McKinnon’s Policies
	Moving Forward
	References
Chapter 6: Key Policies and Adjustments in the Decade After Independence
	Education for Papua New Guinea
	International Agency Schools
		Cameo on International Schools by Kay Owens
	Textbooks and Teacher Professional Development
	Cameo from Kay Owens
	Concerns About Standards of Education
	Equity and Education
	Gender Equity
	Decentralization, and Provincial Equity
	Moving Forward
	References
Chapter 7: Higher Education for Mathematicsa and Mathematics Education: Research and Teachingb
	Introduction
	The University of Papua New Guinea (UPNG)
		General Introduction
		Mathematics Teaching
		Cameo from Deane Arganbright
		Faculty of Education
	Papua New Guinea University of Technology (Unitech)
		General Introduction
		Mathematics at the PNG University of Technology
		Mathematics Teaching
		Mathematics Education Centre
		Mathematics and Mathematics Education Research at Unitech
		Gender Studies
	Other Departments at the PNG University of Technology
	University of Goroka
		General Introduction
		Cameo from David Shield
		The Next Period of Development at the University of Goroka
		Mathematics and Mathematics Education Teaching
		The Glen Lean Ethomathematics Centre
	Divine Word University
		General Introduction
		Mathematics Teaching
		Cameo from Deane Arganbright
		Mathematics Education Teaching
	Pacific Adventist University
	PNG University of Natural Resources and Environment
	Western Pacific University
	Primary Teachers Colleges
		General Introduction
		History of Teacher Education
		The Teaching of Mathematics and Mathematics Education
	Technical Colleges and Institutes of Technology, and Vocational Centers
	Distance Education and Flexible Learning Institutes
	Concluding Comments
	References
Chapter 8: The Reform Period: Major Changes and Issues in Practice
	The Birth of Education Reform
		Research Studies
		Numbers of Qualified Mathematics Teachers
		National and International Committees
	Structural Changes for the Reform of Education
	Impact of the Reform
	Implementing Change
	Financial Issues for Teachers and the Impact of Fees or No Fees
		No Fees
	History of Curriculum Changes
		Education for Rural Living
		Inclusive Education
	Teacher Education
		Concerns about Teacher Education
		Primary and Secondary Teacher Education Project (PASTEP)
	Elementary and Lower Primary Mathematics Curricula
		Language of Instruction in Formal Schooling
	Ethnomathematics
	Formal Integration of Indigenous and Western Knowledge
	Moving Forward
	References
Chapter 9: Revising the Reform: Standards Based Education
	Introduction
	Disquiet and Politics Create a Change to Curriculum and Language of Instruction
		Cameo from Kay Owens
		The Continuing Debate on Vernacular Languages for Instruction and Cultural Content
		Cameo from Patricia Paraide
		The Binary Divide
	Task Force Report for the Review of Outcomes-Based Education (OBE)
	Standards Based Education
	Equity and Social Justice
	Teacher Quality and Ways of Overcoming Difficulties
		Cameo from Kay Owens
	Revised Structure of Education
	Funding and Change
		Tuition Fee-Free Education and Accountability
	Moving Forward
	References
Chapter 10: Mathematics Education and Language*
	Introduction
	Politics of Language in Papua New Guinea
	Students and Learning Mathematics in Papua New Guinea
		Cameo from Patricia Paraide
		Cameo from Charly Muke
		Cameo from Philip Clarkson
		Yarning in Sydney with PNG Nationals
		Results from East New Britain
		Some Theoretical Underpinnings
	Teachers and Teaching in Papua New Guinea
		Cameo from Kay Owens
		Cameo from Charly Muke
		Cameo from Patricia Paraide
		Other Anecdotal Data
	Indigenous Mathematics and Language
		An Earlier Exception: The Tok Ples Skul Movement
	Valuing Vernacular Languages in Education
		Teachers Use of Indigenous Language When Teaching Mathematics
		Mathematical Classroom Discourse
		Non-Mathematical Classroom Discourse
		Teachers’ Reasons for Using Code-switching
		Summary Comments
	Teacher Education in Papua New Guinea
		Cameo from Philip Clarkson
		Introducing Innovations
		Professional Learning for Teachers
		Preservice Education
	Concluding Comments
	Moving Forward
	References
Chapter 11: Visuospatial Reasoning, Calculators and Computers
	Introduction
	Highlights of Foundational Mathematics Visuospatial Reasoning
	Studies Conducted in the 1970s which Focused on Papua New Guinea Students’ Learning
		Visualisation and Spatial Abilities Research
		Later Research in PNG on Visuospatial Reasoning
	Language for Location and Direction
	Technologies and Mathematics in Papua New Guinea
		Research on Calculators
	Computers in Mathematics
		Computers in Schools
	References
Chapter 12: The Impact of Globalization, Colonialism and Neocolonialism on Education in Papua New Guine
	Introduction
	Globalization
		Decentralization
		Curriculum
		Examinations
		Local Focus for Education
	Colonialism and Neocolonialism
	Language as a Tool in Colonial and Neocolonial Approaches to Education
	Reform Period and Neocolonialism
	Revising the Curriculum and Structure of Education
	The Role of Tertiary Education in Neocolonialism
	Hegemony of Neocolonialism
	Teaching Perspectives
	“Look North”: To Neocolonialism Asian Styles
	Moving Forward
	References
Chapter 13: Moving Forward: Overcoming Neocolonialism in Education in Papua New Guinea
	Introduction
	Comparative Studies on Ethnomathematics in Schools
		Northern Australia
		Autonomous Region of Bougainville
		Other South Pacific Countries
		Solomon Islands
		West Papua
		Indonesia
		Other Colonies
		Nepal
		First Nations in America
	Privilege and Equity
	Re-Examining Dialogue on Attitudes and Purpose
		Concern for Identity and Valuing Identity
	Funding Crisis and More Neocolonialism
		Financing Education
	Overcoming Colonialism/Neocolonialism Through Vernacular Languages
		Cameo from Kay Owens
		Recognizing the Cognitive Advantage of Bilingual Education
	Equity
		Gender Equity
		Colonialism, Globalization and Gender Issues
	A New Approach to Curriculum
	Learning and Teaching
	Translocal
		Glocalization
	The Value of Ethnomathematics and Ethnomodelling
	A Warning to Those Intending to Develop a Translocal, Glocalized Curriculum
	Conclusions
	References
Appendix 1: Brief View of History of Early Contact
Early Settlers
Mainland Patrols
Detailed Accounts
Appendix 2: Teachers Colleges
Appendix 3: University Materials
	PNG University of Technology –
MA245
Appendix 4: Selection of Pages and Information from School Curriculum
	The IEA Curriculum: Mathematics 1997
		The Papua New Guinea Context
		Background Information
		Creating a PNG Context for Mathematics
		Ensuring Equity
	The Mathematics Curriculum
		Curriculum Outcomes
		Mathematics and the IEA Key Outcomes
	Reform Elementary School Cultural Mathematics
		Materials for Schools
	Elementary Teachers Guide 2003
	Ministerial Policy Statement No. 01/2013 Dated 28/1/2013
	Elementary Syllabus 2015
		Curriculum Principles
		Guiding Principles
		Content Overview
		Assessment
		Recording
		Reporting
		Evaluation
	Junior Primary Syllabus Grades 3-5
		Rationale
		Aims
		Overarching National Benchmark
		Level Benchmark
		Grade Benchmarks
		Curriculum Principles
		Teaching
		Learning
		Equity
		Curriculum
		Assessment
		Technology
	Draft Teachers Guide for Elementary Teachers 2015
	Lower Secondary Syllabus 2009
Combined References List
Index