Teachers’ views on learner-related variables impeding the integration of ethnomathematics approaches into the teaching and learning of geometry

ABSTRACT

A qualitative research design comprising of open-ended questionnaires and focus group discussions was used to investigate learner-related variables that impede the integration of ethnomathematics approaches into the teaching and learning of geometry. Proportional stratified sampling and recruitment based sampling were used to select the 40 in-service teachers who took part in this study. The data was analysed inductively. The findings revealed that learners’ attitudes towards ethnomathematics approaches, learners’ lack of knowledge on cultural examples, cultural diversity, resistance to change by learners, lack of listening skills by learners and learners’ attitudes towards geometry impede the integration of ethnomathematics approaches into the teaching and learning of geometry. It is recommended that teachers should find ways to use cultural examples that accommodate all the learners from the varied cultural backgrounds. Teachers should also find ways of motivating the learners to learn geometry.

KEYWORDS:

• Geometry
• ethnomathematics approaches
• teaching
• learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Gladys Sunzuma

Gladys Sunzuma is a mathematics educator at Bindura University of Science Education and affiliated to the University of KwaZulu-Natal. Her research interest include ethnomathematics, mathematics learning and teaching.

Aneshkumar Maharaj

Aneshkumar Maharaj is an associate professor whose research interests include how to improve the teaching and learning of mathematics, APOS theory, advanced mathematical thinking and e-learning.