検索結果をRefWorksへエクスポートします。対象は1件です。
Export
RT Book, Whole SR Electronic DC OPAC T1 Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea / by Patricia Paraide, Kay Owens, Charly Muke, Philip Clarkson, Christopher Owens T2 History of Mathematics Education. ISSN:25099744 A1 Paraide, Patricia A1 Owens, Kay A1 Muke, Charly A1 Clarkson, Philip A1 Owens, Christopher A1 SpringerLink (Online service) YR 2022 FD 2022 SP XVII, 494 p. 44 illus., 10 illus. in color K1 Mathematics -- Study and teaching K1 Mathematics K1 History K1 Education -- History K1 International education K1 Comparative education K1 Education and state K1 Mathematics Education K1 History of Mathematical Sciences K1 History of Education K1 International and Comparative Education K1 Educational Policy and Politics ED 1st ed. 2022. PB Springer International Publishing : Imprint: Springer PP Cham SN 9783030909949 LA English (英語) CL LCC:QA10.92-20 CL DC23:510.71 NO Chapter 1: Introduction -- Chapter 2: Mathematics Education Before European Influence -- Chapter 3: The Early Colonial Period and Between the Wars -- Chapter 4: Before and After Independence: Community Schools, Secondary and Tertiary Education -- Chapter 5: The Reform Period and Re-Reform : Elementary Schools and Vernacular Education -- Chapter 6: Higher Education: University Mathematics, Technology Education, Teacher Education and Research -- Chapter 7: Mathematics Education and Language -- Chapter 8: Colonisation, Post-Colonisation, Aid, Gender Equity, and Glocalisation -- Chapter 9: Major Themes in the History of Mathematics Education in Papua New Guinea NO This book is an astounding collaboration between Papua New Guinea authors and researchers from the former colonizing country. The early chapters set the scene and captivate the reader. An account of the technologies and mathematical activities associated with the cultures that have survived for tens of thousands of years, unknown to Europe or the Middle East, are brought to life through cameos from the authors and others. This book is indeed a unique record of these mathematical activities drawing on current practices, oral histories, and many different disciplines. The main argument of the book leaps out at the reader in author Charly Muke’s words in chapter 2 and extended by author Patricia Paraide in the following chapter. The authors are audacious in explaining the demise of these mathematical knowledges through colonisation and neocolonism fostered by overseas funding and educated Papua New Guineans. Papua New Guinea’s multicultural society with relatively recent contact with Europe provides a condensed exemplification of changes in mathematics education in a country with both a colonial history and a coup-less transition to independence. The following chapters provide both an historical outline and an analysis of the changes. This recently independent country has produced some ground-breaking research in mathematics and mathematics education. Discussion focuses on specific areas of mathematics education that have been impacted by policies, research, nationalism and national identity, colonialism and neocolonialism, world wars and other circumstances with particular emphasis on pressures on education in the last one and half centuries. This volume is one of the few studies of this kind in the education research literature as an in-depth record and critique of how school mathematics has changed in Papua New Guinea from the late 1800s. This book will be a useful addition to graduate programs and mathematics and STEM education courses. It enhances scholarship in the history of mathematics, sociology of education and studies of ethnomathematics as well as the interdisciplinary fields of transcultural studies, religion and society, globalization and neocolonialism, post / decolonialism, applied linguistics and language studies, gender studies, educational administration and policy, and teacher education. Offers a unique and comprehensive contribution to education research literature as an in-depth record and critique of how school mathematics has developed in Papua New Guinea. Provides an analysis of the technologies and mathematics of the many continuing PNG cultures that began tens of thousands of years ago. Highlights the development of mathematics education in a country with both a colonial history and a coup-less transition to independence. Focuses on specific areas of mathematics education that have been impacted by policies, research, and global influences. Complements graduate studies and research in mathematics education and history of mathematics, as well as interdisciplinary fields of cross cultural studies, language studies, educational administration and policy, technology education, and teacher education NO HTTP:URL=https://doi.org/10.1007/978-3-030-90994-9 NO 書誌ID=EB16355497; LK [E Book]https://doi.org/10.1007/978-3-030-90994-9 OL 30