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|Title:||A Samoan Perspective on Pacific Mathematics Education||Contributor(s):||Afamasaga-Fuata'i, Karoline (author)||Publication Date:||2002||Handle Link:||https://hdl.handle.net/1959.11/11374||Abstract:||The status of mathematics education in schools in Samoa is a major concern to post-secondary mathematics educators. Incoming students from secondary schools are not adequately prepared for advanced studies in mathematics for lack of a solid understanding of basic mathematics principles which is essential for further studies in calculus and linear algebra. This paper provides a general overview of national examinations results and selected comments from examiners' reports to illustrate the state of mathematics education in Samoan schools. The quality of mathematics learning in schools directly impacts on first year programs in post-secondary institutions as time is often taken out to bridge students up to the appropriate mathematics entry level. The paper briefly describes some of the research and professional development activities organized by the University in an effort to impact on the teaching of mathematics within its teacher training programs.||Publication Type:||Conference Publication||Conference Name:||MERGA 25: 25th Annual Conference of the Mathematics Education Research Group of Australasia, Auckland, New Zealand, 7th - 10th July, 2002||Conference Details:||MERGA 25: 25th Annual Conference of the Mathematics Education Research Group of Australasia, Auckland, New Zealand, 7th - 10th July, 2002||Source of Publication:||Mathematics Education in the South Pacific: Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia, v.1, p. 1-14||Publisher:||MERGA: Mathematics Education Research Group of Australasia Inc||Place of Publication:||Sydney, Australia||Field of Research (FOR):||130208 Mathematics and Numeracy Curriculum and Pedagogy||HERDC Category Description:||E2 Non-Refereed Scholarly Conference Publication||Other Links:||http://www.merga.net.au/node/38?year=2002
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