In-service mathematics teachers’ knowledge and awareness of ethnomathematics approaches

• Gladys Sunzuma ^[2] ; Aneshkumar Maharaj ^[1]
  1. [1] University of KwaZulu-Natal

     University of KwaZulu-Natal

     Ethekwini, Sudáfrica

     
  2. [2] Bindura University of Science Education
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 52, Nº. 7, 2021, págs. 1063-1078
• Idioma: inglés
• DOI: 10.1080/0020739x.2021.1919770
• Texto completo no disponible (Saber más ...)
• Resumen

  • This convergent mixed method study aimed at gaining insight into teachers’ awareness of ethnomathematics approaches and the ethnomathematical practices that could be used in the teaching and learning of geometry. The data were gathered through questionnaires and focus group discussions. The findings showed that the in-service teachers had varying definitions of ethnomathematics approaches and they were aware of the ethnogeometrical practices found in their cultural practices and experiences that could be integrated into the teaching and learning of geometry.