In the context of current curriculum reform being implemented in the primary and secondary education sectors of the national education system of Papua New Guinea (PNG), this paper explores the possibility of utilizing and building on the rich cultural knowledge of counting and arithmetic strategies embedded in the country's 800-plus traditional counting systems. This is based on the commonly accepted educational assumption that learning of mathematics is more effective and meaningful if it begins from the more familiar mathematical practices found in the learner's own socio-cultural environment. Based on the basic number structures and operative patterns of the respective counting systems from selected language groups, the paper briefly describe how the rich diversity amoung these language groups can be used as the basis to teach basic English arithmetic strategies in both elementary and lower primary schools in Papua New Guinea.
|Title of host publication||ICME-10|
|Place of Publication||Pisa, Italy|
|Publisher||Tipografia Editrice Pisana|
|Number of pages||15|
|Publication status||Published - 2006|
|Event||International Congress on Mathematics Education (ICME) - Copenhagen, Denmark, Denmark|
Duration: 04 Jul 2004 → 11 Jul 2004
|Conference||International Congress on Mathematics Education (ICME)|
|Period||04/07/04 → 11/07/04|
Matang, R., & Owens, K. (2006). Rich transitions from Indigenous counting systems to English arithmetic strategies: Implications for mathematics education in Papua New Guinea. In F. Favilli (Ed.), ICME-10 (pp. 1-15). Tipografia Editrice Pisana.