Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea

The Role of Mathematics Teacher Education in Overcoming Narrow Neocolonial Views of Mathematics

“…This historical research involved the extensive use of first contact and later documents and memoirs; archaeological and linguistic research from diverse areas and language groups; oral histories; lived experiences; field visits to villages; large research studies on number systems [10], measurement practices [11,12], and mathematical words in different cultures across the country; research studies on mathematics education [5] and teacher education [13,14]; government documents, especially major reports [15][16][17] and plans recommending changes [18][19][20][21][22] to education; syllabuses; and studies on the language of instruction [23][24][25].…”

“…However, as a historical study of mathematics education [27], there was an argument emerging regarding the impact of colonialism which resulted in the hegemony of educational practices for Papua New Guineans who had received an education from teachers, usually Australian, whose first language was English and well-educated, articulate, highachieving Papua New Guineans who often received their education from English-speaking teachers. In addition, overseas aid advisers continued to recommend global trends in education from national outcomes-based education to standards-based assessments.…”

“…Papua New Guinean societies used mathematics in technology, trade, social relationships, and understanding natural sciences tens of thousands of years ago. Much of this knowledge is still passed on between generations today using Indigenous ways of learning and teaching [27]. Most foundational mathematics is learnt from older men or women who gather under relational connections to share their knowledge in groups during everyday activities or special traditional activities [36,37].…”

“…Further details can be found in the bibliographies previously mentioned [3,4], Paraide et al's book [27], an earlier summary by Owens et al [84], and another long-term education researcher, Weeks [85].…”

“…There have been schools using local languages for teaching, e.g., Tolai in East New Britain, Tok Ples or local church languages in remote Morobe, Enga, Milne Bay and Bougainville [89,90]. However, school students from 1960 to 1985 reported they were punished for speaking languages other than English in both government and mission schools [23]. Since the education system meant that students often left their village for a small centre, they were already beginning to use a non-home language.…”