Effects of ethnomathematics-based instructional methodology on learners’ academic achievement at Mururi Secondary in Zvimba District
- Author
- Chifamba, O. T.
- Title
- Effects of ethnomathematics-based instructional methodology on learners’ academic achievement at Mururi Secondary in Zvimba District
- Abstract
-
This study investigated the effects of an ethnomathematics-based instructional method on learners’ academic performance in Sets at Mururi Secondary School in Zvimba District. The objectives were to identify mathematical concepts found in the rural learners’ out-of-school mathematical practices
that can be integrated into the teaching and learning of Sets. The second objective is to explore how Sets concepts can be integrated into Secondary School Mathematics. The last objective is to determine challenges faced by Mathematics teachers in integrating ethnomathematics in Mathematics lessons.
This study employed a pragmatism research paradigm, utilizing both qualitative and quantitative
methods. The chosen approach utilizes a concurrent design. To ensure representativeness in participant selection, proportional stratified sampling is employed. The participants included 5 Mathematics teachers and 40 learners from form 3. The study aims to collect both quantitative and qualitative data through interviews, questionnaires and observations to examine the integration of ethnomathematics-based instructional approach in teaching and learning of Sets. Data was collected through interviews, questionnaires and observations. Data analysis in this study involves comparing and triangulating data from various sources such as interviews, observations and questionnaires.
The findings suggests that rural learners’ out-of-school mathematical practices such as grouping,
classifying, partitioning, counting and spatial reasoning, closely align with the concept of Sets.
Connecting these familiar practices to the formal learning of Sets made the content more relatable,
relevant and engaging for the learners. However, teachers faced various challenges in bridging the
gap between informal and formal mathematical knowledge including lack of guidance, resources,
flexibility, curriculum constraints and systemic barriers.
The study concludes that the integration of mathematical concepts found in the rural learners’
out-of-school practices can effectively enhance the teaching and learning of Sets, leading to
improved learner achievement and engagement - Date
- 2024
- Publisher
- BUSE
- Keywords
- learners academic achievement
- Supervisor
- Dr Sunzuma
- Media
-
CHIFAMBA OBERT TINASHE