Abstract
Mathematics is generally regarded as a problematic subject at school and there always seems to be room for improvement in learner performance. However, for learners to improve in Mathematics, the teaching of the subject must improve through strategies that meet the needs of the learners. A common critique levelled against the teaching of Mathematics is its abstract nature and teacher-centered pedagogy. Learner centeredness and practical learning may result in improved interest and performance in Mathematics. To this end, Ethnomathematics offers practical learning opportunities and learner-centered involvement with mathematical concepts. This study explores the use of Ethnomathematical games to achieve practical involvement and learner-centeredness in the teaching of Mathematical operations: addition, subtraction, division and multiplication as well as problem solving. Using Ethnomathematical games sourced from community elders in rural Limpopo and the Mpumalanga areas, we answer the research question: which Ethnomathematical games offer possible content and solutions to address Mathematical operations in the intermediate phase Mathematics curriculum? Action, Process, Object, and Schematic (APOS) theory serves as a mathematical model to organise and elevate teachers’ mathematical thinking skills. Based on the findings of the research, recommendations will be made to use Ethnomathematical games as an innovative way to improve the teaching of Mathematics.
Presenters
Safura MeeranAssociate Professor, Curriculum and Instructional Studies/College of Education, University of South Africa, Gauteng, South Africa Mogamat Noor Davids
Associate Professor, Educational Foundations, University of South Africa, Western Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
INDIGENOUS GAMES, ETHNOMATHEMATICS, COMMUNITY ELDERS, MATHEMATICS IN CONTEXT, CRITICAL MATHEMATICS
