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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. | |
Đề mục chủ đề
| Indigenous languages--Teaching math | |
Thuật ngữ không kiểm soát
| Early childhood education | |
Thuật ngữ không kiểm soát
| Elementary education | |
Thuật ngữ không kiểm soát
| Teacher development | |
Thuật ngữ không kiểm soát
| Indigenous languages | |
Thuật ngữ không kiểm soát
| First language | |
Thuật ngữ không kiểm soát
| Mathematics | |
Tác giả(bs) CN
| Bino, Vagi | |
Tác giả(bs) CN
| Owens, Kay | |
Nguồn trích
| Language and education- Vol. 33-No1/2019 |
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| 245 | 10|aIdentifying vernacular language to use in mathematics teaching / |cCris Edmonds-Wathen, Kay Owens, Vagi Bino |
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| 260 | |c2019 |
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| 300 | |ap.1-17 |
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| 520 | |aTeaching 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. |
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| 653 | 0|aEarly childhood education |
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| 653 | 0|aTeacher development |
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| 653 | 0|aIndigenous languages |
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| 653 | 0|aFirst language |
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| 653 | 0|aMathematics |
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| 700 | 1|aBino, Vagi |
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| 700 | 1|aOwens, Kay |
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| 773 | 0 |tLanguage and education|gVol. 33-No1/2019 |
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