INTEGRATING ETHNOMATHEMATICS IN THE TEACHING AND LEARNING OF GEOMETRIC TRANSFORMATIONS IN BULAWAYO URBAN SECONDARY SCHOOLS IN ZIMBABWE

Abstract

In 2017, Zimbabwe started implementing the new mathematics curriculum framework which prescribes mathematics teachers to integrate ethnomathematics into their teaching. The new mathematics curriculum framework is characterised by a paradigm shift towards recognising Indigenous Knowledge in Mathematics instruction. Existing literature indicates that many secondary school mathematics teachers experience difficulties in integrating ethnomathematics into their teaching. There is limited or no integration of ethnomathematics in secondary school mathematics teaching. This can be attributed, inter alia, to the lack of an explicit guideline in the mathematics syllabus on how teachers can effectively integrate ethnomathematics into their teaching. Additionally, it may be due to the lack of training of teachers in the ethnomathematics teaching approach as highlighted by various researchers. Against this background, this study explored ethnomathematics integration in the teaching and learning of geometric transformations in Bulawayo urban secondary schools in Zimbabwe. The study was informed by the four interrelated theories: sociocultural theory, situated learning theory, border crossing, and collateral learning theory. The qualitative research approach anchored in an interpretive paradigm was employed to address the research problem. The study employed a multiple case study comprising three secondary schools in Bulawayo urban. A sample of six in-service mathematics teachers was purposively selected based on their teaching experience and their period of residence in Bulawayo Urban. A pilot study was conducted to validate the data generation instruments as well as to ascertain the feasibility of the study. The data were collected in six distinct phases using questionnaires, semi-structured interviews, focus group discussions, field observations, and classroom observations. The study developed an Ethnomathematics Integration Guideline, which was implemented during the intervention teaching programme which took eight weeks. Data were analysed using thematic content analysis with the help of ATLAS.ti 23 data analysis software and five themes were generated. The study found that the participants had inadequate knowledge for integrating ethnomathematics and this was corroborated by the findings from the literature review. The study identified seven common Bulawayo urban community ethnomathematics practices that could be integrated into the teaching and learning of geometric transformations. These were perimeter wall decorations, floor tiling designs, indigenous games, clothe embroidery and cultural attire, cultural artefacts, steel gate designs, and pavement designs. In addition, the participants suggested some strategies for integrating ethnomathematics into the teaching of geometric transformations. The findings showed that the developed Ethnomathematics Integration Guideline greatly assisted the participants in integrating ethnomathematics into their lessons during the intervention teaching programme. Considering the findings of this study, the researcher recommends the integration of ethnomathematics practices into the instruction of geometric transformations, as one way to address the problem of learning difficulties in the topic. This study assumes that meaningful learning of mathematics starts with familiar mathematical practices found in the learner’s sociocultural environment. Additionally, the study recommends in-service training for teachers to empower them with the necessary knowledge and skills to effectively integrate ethnomathematics in their teaching. The study recommends that further studies be done to explore learners’ experiences in integrating ethnomathematics. The study concludes that there are several ethnomathematics practices found in the Bulawayo urban community that can be integrated into the teaching and learning of geometric transformations.