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192 results on '"Owens, Kay"'

1. Managing the Ongoing Impact of Colonialism on Mathematics Education

Author

Mathematics Education Research Group of Australasia (MERGA) and Owens, Kay

Abstract

This paper is a brief summary of a large historic research project in Papua New Guinea (PNG). The project aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from 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 and an understanding of the current status of mathematics education established as neocolonial. Managing neocolonial education policies may minimise the loss of cultural ways of thinking.

Published
2023

2. Mathematics Education and Language*

Author

Paraide, Patricia, Owens, Kay, Muke, Charly, Clarkson, Philip, Owens, Christopher, Ellerton, Nerida F., Series Editor, Clements, M.A. Ken, Series Editor, Paraide, Patricia, Owens, Kay, Muke, Charly, Clarkson, Philip, and Owens, Christopher

Published
2022
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4. Visuospatial Reasoning, Calculators and Computers

Author

Paraide, Patricia, Owens, Kay, Muke, Charly, Clarkson, Philip, Owens, Christopher, Ellerton, Nerida F., Series Editor, Clements, M.A. Ken, Series Editor, Paraide, Patricia, Owens, Kay, Muke, Charly, Clarkson, Philip, and Owens, Christopher

Published
2022
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7. Revising the Reform: Standards Based Education

Author

Paraide, Patricia, Owens, Kay, Muke, Charly, Clarkson, Philip, Owens, Christopher, Ellerton, Nerida F., Series Editor, Clements, M.A. Ken, Series Editor, Paraide, Patricia, Owens, Kay, Muke, Charly, Clarkson, Philip, and Owens, Christopher

Published
2022
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15. Characteristics of the Learners

Author

Owens, Kay, Yates, Shirley, Cai, Jinfa, Series Editor, Middleton, James A., Series Editor, Xin, Yan Ping, editor, Tzur, Ron, editor, and Thouless, Helen, editor

Published
2022
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16. Learning from Our Neighbours: The Value of Knowing Their Number History

Author

Mathematics Education Research Group of Australasia and Owens, Kay

Abstract

Recent research has supported and extended earlier research on how and for how long Indigenous people of Australasia have been counting. This history values the long history of Indigenous knowledge and re-writes the limited and sometimes false history that many Australian teachers accept and teach about number systems. The current views on the spread and innovation of number systems are critiqued in terms of how oral cultures used and represented large numbers.

Published
2017

17. Transforming the Established Perceptions of Visuospatial Reasoning: Integrating an Ecocultural Perspective

Author

Owens, Kay

Abstract

Many studies on visuospatial reasoning have drawn upon a psychological perspective. Importantly, some research has shown that spatial capabilities are developed through experiences and others emphasize the value of physical involvement. This article reports on investigations of how ecocultural experiences, that is cultural experiences in the environment, are examples of physical involvement that require thought and develop visuospatial reasoning about the environment. Such experiences and reasoning are significant in culture and in mathematical thinking. This article was developed by comparing and contrasting research reports from diverse cultural groups, my own studies and lived experiences. Most studies used ethnomethodologies through field work, unstructured interviews and yarning, that is talking about the experiences as they occur or in retrospect or in terms of cultural purpose and mathematical implications. Interestingly, many vignettes reveal close links to the traditional psychological spatial capabilities. Overarching many of the studies were cultural relationships between educators, learners and learning. These studies extend our understanding of visuospatial reasoning to show diverse approaches to many areas associated with school mathematics education. This is particularly noticeable in categorizing and using shapes and location and in the use of symmetry, measurement and proportional reasoning. Other findings were that past experiences within a particular ecocultural environment impact intentions, attention and noticing, which, in turn, affect mathematics learning and investigating. Examples of teaching from an ecocultural perspective to strengthen visuospatial reasoning in mathematics are discussed.

Published
2020
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18. Noticing and Visuospatial Reasoning

Author

Owens, Kay

Abstract

In this article Kay Owens explains how a real-world context can be used to encourage student noticing and deeper analysis of geometric structures when students are asked to draw what they saw. Kay presents examples of students' drawings made during a school trip to the zoo which followed a series of inquiry learning experiences in geometry.

Published
2020

33. Design-Based Research for Professional Learning for 'Cultural Mathematics'

Author

Mathematics Education Research Group of Australasia, Kravia, Geori, and Owens, Kay

Abstract

Design-based research is being used to develop and refine the principles used in professional learning workshops with teachers from three different Papua New Guinean ecologies: highlands, coastal, and inland in a coastal province. The appropriateness of the design of principles for Papua New Guinean Elementary Schools is tried over several phases and improved with each evaluation. This design-based research approach is proving suitable for the Papua New Guinean context.

Published
2014

34. Professional Learning for Cultural Mathematics in Papua New Guinea's Elementary Schools

Author

Mathematics Education Research Group of Australasia, Owens, Kay, Edmonds-Wathen, Cris, Kravia, Geori, and Sakopa, Priscilla

Abstract

A design of principles for teacher professional learning was developed to improve the teaching of "Cultural Mathematics" in elementary schools in Papua New Guinea. The design's appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has been in different ecologies and through workshops with different numbers and diversity of languages of teachers attending. This paper outlines the design of the principles and the structure of the workshop.

Published
2014

35. Indigenous Languages and Mathematics in Elementary Schools

Author

Mathematics Education Research Group of Australasia, Edmonds-Wathen, Cris, Owens, Kay, Sakopa, Priscilla, and Bino, Vagi

Abstract

Indigenous languages are used for instruction in elementary schools in Papua New Guinea, but teachers have generally received their own education in English. The challenges of identifying terminology to use in mathematics include many-to-one correspondences between English and the vernacular languages, and different grammatical structures. Guidelines to assist teachers need contextualised examples. Teachers also need sufficient mathematical understanding themselves. [This project was funded through an Australian Development Research Award.]

Published
2014

36. Testing the Diffusion Theory

Author

Owens, Kay, Lean, Glen, Ellerton, Nerida F., Series Editor, Clements, M. A. Ken, Series Editor, Owens, Kay, Lean, Glen, Paraide, Patricia, and Muke, Charly

Published
2018
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37. Body-Part Tally Systems

Author

Owens, Kay, Lean, Glen, Ellerton, Nerida F., Series Editor, Clements, M. A. Ken, Series Editor, Owens, Kay, Lean, Glen, Paraide, Patricia, and Muke, Charly

Published
2018
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40. 5-Cycle Systems

Author

Owens, Kay, Lean, Glen, Ellerton, Nerida F., Series Editor, Clements, M. A. Ken, Series Editor, Owens, Kay, Lean, Glen, Paraide, Patricia, and Muke, Charly

Published
2018
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42. 4- and 6-Cycle Systems

Author

Owens, Kay, Lean, Glen, Ellerton, Nerida F., Series Editor, Clements, M. A. Ken, Series Editor, Owens, Kay, Lean, Glen, Paraide, Patricia, and Muke, Charly

Published
2018
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43. 10-Cycle Systems

Author

Owens, Kay, Lean, Glen, Ellerton, Nerida F., Series Editor, Clements, M. A. Ken, Series Editor, Owens, Kay, Lean, Glen, Paraide, Patricia, and Muke, Charly

Published
2018
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47. Towards a Prehistory of Number

Author

Owens, Kay, Lean, Glen, Ellerton, Nerida F., Series Editor, Clements, M. A. Ken, Series Editor, Owens, Kay, Lean, Glen, Paraide, Patricia, and Muke, Charly

Published
2018
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48. Identity and Ethnomathematics Projects in Papua New Guinea

Author

Mathematics Education Research Group of Australasia and Owens, Kay

Abstract

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.

Published
2012

49. Changing Our Perspective on Space: Place Mathematics as a Human Endeavour

Author

Mathematics Education Research Group of Australasia and Owens, Kay

Abstract

This paper collates some of the systematic ways that different cultural groups refer to space. In some cases, space is more strongly identified in terms of place than in school Indo-European mathematics approaches. The affinity to place does not reduce the efficient, abstract, mathematical system behind the reference but it does strengthen its connection to the real world of place. This review of research uses a critical approach to develop an ecocultural perspective on spatial referencing. It refers to studies on the Polynesian Wayfinders; the Garma project at Yirrakala in the Northern Territory of Australia identifying Yolgnu sense of position; original field data mainly from Papua New Guinea; and on the work of linguists who have recorded and analysed the ancient languages of the Pacific region. The paper provides the mathematics educator with a richer perspective on position and a way of understanding the thinking of students with language and cultural backgrounds other than English. The Indigenous languages of Australia form a basis for ways of thinking spatially for specific groups of Indigenous students. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

Published
2010

50. Identifying Vernacular Language to Use in Mathematics Teaching

Author

Edmonds-Wathen, Cris, Owens, Kay, and Bino, Vagi

Abstract

Teaching mathematics in children's first language has both cognitive benefits and assists with developing cultural and mathematical identity. In Papua New Guinea, many different Indigenous languages are used for instruction in elementary schools and teachers often need to identify or develop mathematics terminology themselves. Building on prior research, guidelines were developed to assist teachers to find the mathematics in their own vernacular languages. The guidelines were adaptable to different language ecologies and covered mathematical areas such as counting systems, measuring and comparing, location and shapes. The guidelines were applied by teachers in professional development workshops. The paper shows examples from some of the workshops of the challenges that the teachers faced in trying to identify appropriate mathematical language, and that contributed to the refining of the guidelines.

Published
2019
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