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Identifying vernacular language to use in mathematics teaching

Identifying vernacular language to use in mathematics teaching

 Edmonds-Wathen, Cris
 2019
 p.1-17 English
Indigenous languagesEarly childhood educationElementary educationTeacher developmentFirst languageMathematics
Tác giả CN Edmonds-Wathen, Cris
Nhan đề Identifying vernacular language to use in mathematics teaching / Cris Edmonds-Wathen, Kay Owens, Vagi Bino
Thông tin xuất bản 2019
Mô tả vật lý p.1-17
Tóm tắt 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.
Thuật ngữ chủ đề Indigenous languages-Teaching math
Từ khóa tự do Early childhood education
Từ khóa tự do Elementary education
Từ khóa tự do Teacher development
Từ khóa tự do Indigenous languages
Từ khóa tự do First language
Từ khóa tự do Mathematics
Tác giả(bs) CN Bino, Vagi
Tác giả(bs) CN Owens, Kay
Nguồn trích Language and education- Vol. 33-No1/2019
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a 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.
650[1 4] |a Indigenous languages |x Teaching math
653[0 ] |a Early childhood education
653[0 ] |a Elementary education
653[0 ] |a Teacher development
653[0 ] |a Indigenous languages
653[0 ] |a First language
653[0 ] |a Mathematics
700[1 ] |a Bino, Vagi
700[1 ] |a Owens, Kay
773[0 ] |t Language and education |g Vol. 33-No1/2019
890[ ] |c 1 |a 0 |b 0 |d 2
Tài liệu số
1