Changing practices in indigenous communities

Kay Owens, Charly Muke

Research output: Other contribution to conferenceAbstractpeer-review


Educating teachers in Indigenous communities to use collaborative mathematics is a challenge. This is particularly the case in developing countries such as Papua New Guinea. First there are the issues around the perception of authority and questioning in school. Second, there is the issue of class atmosphere and teacher pedagogical knowledge. Third is the issue of meeting different needs in large under-resourced classes. Finally there is the issue of teacher professional learning. This paper discusses one attempt that has led to an increased awareness and use of the role of questioning in the classroom. It points out some of the aspects of teacher development and what seemed to be contributing to change.
Original languageEnglish
Number of pages8
Publication statusPublished - 2015
Event38th Mathematics Education Research Group of Australasia (MERGA) Conference 2015 - University of the Sunshine Coast, Brisbane, Australia
Duration: 28 Jun 201502 Jul 2015


Conference38th Mathematics Education Research Group of Australasia (MERGA) Conference 2015
Abbreviated titleMathematics Education in the Margins
Internet address

Grant Number

  • 0000100392


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