Team Leader

Mr.Mee

Mr. Kemito Kevin Mee

Acting Director – Glen Lean Ethnomathematics Research Center
Lecturer & Head of Division of Mathematics & Computer Sciences

 


Introduction

The Glenn A. O. Lean Ethnomathematics Research Centre (GLEM) at the University of Goroka was established in 1999 in honor of the late Dr. Glenn A. O. Lean, an Australian mathematician and anthropologist who conducted extensive research on the mathematics and cultures of Papua New Guinea. The center's focus is on researching, documenting, and preserving traditional mathematics and indigenous knowledge systems of Papua New Guinea and other Pacific Island nations. The center also provides educational programs, training, and resources to support the teaching and learning of mathematics from an ethnomathematics perspective.

The Glen Lean Ethnomathematics Centre (GLEM) has been established by the University of Goroka to preserve and research the ethnomathematics, primarily of Papua New Guinea and Oceania. It carries out research into the use of ethnomathematics in mathematics education. The Centre was initially established by the receipt and cataloguing of all the data in articles collected and analysed by Dr. Glendon Tolele Angove Lean who was a lecturer at the Papua New Guinea University of Technology, Lae for 22 years. The Centre has volumes of data on each system for PNG have been available in hard copy since the early 1990s and can be found in libraries of the universities, teachers’ colleges, and national high schools.

 

GLEN conducts research in various fields related to ethnomathematics and indigenous knowledge systems. Some of these research fields include:

  • Mathematics and Culture: This field examines the relationship between mathematics and culture, including how mathematical concepts and practices are shaped by cultural values and beliefs, and how cultural practices can be used to teach mathematics.

  • Indigenous Knowledge Systems: This field explores the traditional knowledge systems of indigenous communities, including their mathematical knowledge and practices, and how this knowledge is transmitted across generations.

  • Ethnomathematics Education: This field focuses on the teaching and learning of mathematics from an ethnomathematics perspective, including the development of culturally relevant and responsive mathematics curricula and pedagogies.

  • Traditional Navigation: This field examines the traditional navigation techniques used by seafaring communities in the Pacific Islands, including the use of stars, currents, and wave patterns to navigate the ocean.

  • Language and Mathematics: This field investigates the role of language in mathematical thinking and learning, including the relationship between linguistic and mathematical structures, and the use of local languages in mathematics education.

  • Gender and Mathematics: This field explores the gendered dimensions of mathematics education and participation, including how gender roles and stereotypes can influence students' attitudes and performance in mathematics.

Overall, the Glenn A. O. Lean Ethnomathematics Research Centre is a multidisciplinary institution that conducts research in various fields related to ethnomathematics and indigenous knowledge systems, with a particular focus on the Pacific Island region.

While the primary focus of the Glenn A. O. Lean Ethnomathematics Research Centre is on research, the Researcher may also be expected to contribute to the center's teaching activities. The teaching portfolio of a Research may include:

  • Teaching courses: The Research Scientist may be responsible for teaching courses related to ethnomathematics and indigenous knowledge systems at the undergraduate or graduate level. This may involve developing course syllabi, delivering lectures, developing assignments and assessments, and providing feedback to students.

  • Supervising student research: The Research Scientist may supervise undergraduate and graduate students on research projects related to ethnomathematics and indigenous knowledge systems. This may involve providing guidance on research design, helping students to analyze and interpret data, and providing feedback on research outputs.

  • Mentoring students: The Research Scientist may be responsible for mentoring students, including graduate students and research assistants, to help them develop their research skills and advance their careers.

  • Developing teaching materials: The Research Scientist may be responsible for developing teaching materials related to ethnomathematics and indigenous knowledge systems, such as textbooks, case studies, and online resources.

  • Participating in curriculum development: The Research Scientist may be involved in the development of new courses or programs related to ethnomathematics and indigenous knowledge systems.

It is important to note that the specific teaching portfolio of a Research Scientist would depend on their area of expertise and the teaching needs of the center. Additionally, while teaching may be a component of the Research Scientist's responsibilities, it is generally considered to be secondary to research activities at the Glenn A. O. Lean Ethnomathematics Research Centre.

In addition to research, teaching, and outreach, the Research Scientist may have other duties at the Glenn A. O. Lean Ethnomathematics Research Centre, including:

  • Grant writing: The Researcher may be responsible for writing grant proposals to secure funding for research projects and outreach activities. This may involve identifying funding opportunities, developing project budgets, and working with collaborators to develop proposals.

  • Collaborating with other researchers: The Research Scientist may collaborate with other researchers within and outside the center on research projects and publications. This may involve developing research proposals, conducting data analysis, and co-authoring research papers.

  • Presenting research findings: The Research Scientist may be responsible for presenting research findings at academic conferences, workshops, and other events. This may involve preparing and delivering conference presentations, participating in panel discussions, and leading workshops.

  • Contributing to the development of the center: The Researcher may contribute to the development of the center by participating in strategic planning, contributing to the development of the center's research agenda, and serving on committees.

  • Performing administrative tasks: The Researcher may be responsible for performing administrative tasks related to their research activities, such as managing research budgets, supervising research assistants, and maintaining research records.

The specific duties of a Researcher would depend on their area of expertise, the needs of the center, and the strategic priorities of the organization.

Outreach is an important component of the Glenn A. O. Lean Ethnomathematics Research Centre's mission to promote the understanding and appreciation of ethnomathematics and indigenous knowledge systems. The outreach portfolio of a Researcher may include:

  • Engaging with local communities: The Researcher may work with local communities, including Indigenous communities, to build relationships and engage in collaborative research and outreach activities. This may involve working with community members to identify research priorities, co-designing research projects, and disseminating research findings to the community.

  • Providing professional development: The Researcher may be involved in providing professional development opportunities for teachers, educators, and community leaders on topics related to ethnomathematics and indigenous knowledge systems. This may involve developing and delivering workshops, training sessions, and webinars.

  • Disseminating research findings: The Researcher may be responsible for disseminating research findings to a wide range of stakeholders, including policymakers, educators, community leaders, and the public. This may involve developing and delivering presentations, writing articles for popular media outlets, and developing multimedia resources.

  • Developing partnerships: The Researcher may be responsible for developing partnerships with organizations and institutions that share the mission of the Glenn A. O. Lean Ethnomathematics Research Centre. This may involve working with NGOs, government agencies, and other academic institutions to advance research and outreach related to ethnomathematics and indigenous knowledge systems.

  • Participating in public events: The Researcher may be involved in participating in public events, such as festivals, workshops, and seminars, to promote the understanding and appreciation of ethnomathematics and indigenous knowledge systems.

It is important to note that the specific outreach portfolio of a Researcher would depend on their area of expertise and the strategic priorities of the center. Additionally, while outreach is an important component of the center's mission, it is generally considered to be secondary to research activities.

 

Some of the future plans are:

  • Recruitment of researchers;

  • Conduct research on ethnomathematics;

  • Develop Ethnomathematics Education;

  • Cataloguing; and

  • Provide scholarships for Postgraduate research.

 

 

About The University of Goroka

The University of Goroka (UOG) is the third largest of the six universities in Papua New Guinea (PNG), and is by far the largest teacher education institution. The University was formed in 1997 from two faculties...

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