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.
|Title of host publication||Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia|
|Subtitle of host publication||Curriculum in Focus: Research Guided Practice|
|Editors||Judy Anderson, Michael Cavanagh, Anne Prescott|
|Place of Publication||Adelaide|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 2014|
|Event||37th Mathematics Education Research Group of Australasia (MERGA) Conference 2014 - Aerial Function Centre, University of Technology, Sydney, Sydney, Australia|
Duration: 29 Jun 2014 → 03 Jul 2014
https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2014_MERGA_CP.aspx (Conference proceedings)
|Conference||37th Mathematics Education Research Group of Australasia (MERGA) Conference 2014|
|Abbreviated title||Curriculum in Focus: Research Guided Practice|
|Period||29/06/14 → 03/07/14|
Edmonds-Wathen, C., Owens, K., Sakopa, P., & Bino, V. (2014). Indigenous languages and mathematics in elementary schools. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia: Curriculum in Focus: Research Guided Practice (pp. 207-214). Mathematics Education Research Group of Australasia.