Exploration of the implementation of traditional Pohnpeian counting system in grade one

Abstract

This dissertation was a qualitative case study that explored teachers' and elders' perceptions of the implementation of traditional Pohnpeian counting system in grade one. The focus of this study was on the teachers' and elders' perceptions on the use of cultural practices and activities in teaching mathematics lessons and the efficacy of using elders' assistance in the development and refinement of the pedagogy for the implementation of the teaching of the Pohnpeian counting systems. The participants included three teachers from two different elementary schools and three elders from two different communities. The teachers' and elders' perceptions were gathered through field notes and observations during the implementation of the lessons and interviews after the implementation of the lessons. According to the teachers and elders, the implementation of culturally-based mathematic lessons is an effective way of strengthening students' understanding of mathematical ideas and preserving the fading cultural practices. The teachers' and elders' perceptions highlighted the need for more support from school administrators in the use and development of lessons that draw on our own cultural practices to teach mathematics or other subjects. Additionally, the study recommends further research on the use of elders as resources for developing instructional materials.