Abstract
Quality education is highlighted in UNESCO’s Sustainable Goal 4 for Sub-Saharan areas. The focus is on equity for diverse learners. However, the challenge is that South African learner performance in mathematics is of grave concern. Hence, this paper aims to explore whether the ethnomathematical indigenous game of Kgati improves learner understanding of mathematics. Ladson-Billings (1995) Culturally Responsive Teaching is the chosen theoretical framework for the paper. Qualitative case study research of two teachers at separate schools teaching Intermediate Phase learners in rural KwaZulu Natal was undertaken to explore the phenomenon through semi-structured observations. The findings show that Kgati is used to teach mathematics concepts of measurement and transformation. Secondly, learners show greater understanding of abstract concepts. Furthermore, the game instills collaborative activities. However, the findings also show that greater effort from the teacher is required to organise the lesson. With the positive findings, I would recommend that teachers throughout the country be trained on using ethnomathematical indigenous bames to teach Intermediate Phase Mathematics and that ethnomathematics be mandated in the curriculum policy. The paper is significant in that it highlights cultural perspectives in real-life contexts to enrich mathematics implementation, which corresponds with curriculum policy initiatives.
Presenters
Safura MeeranAssociate Professor, Curriculum and Instructional Studies/College of Education, University of South Africa, Gauteng, South Africa Caresse Niranjan
Lecturer, Department of Mathematics Education, Unisa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Culturally Responsive Teaching; Ethnomathematical Indigenous Game; Kgati; Measurement; Transformation
