The Views of teachers towards integrating ethno mathematics into secondary schools.

Author

Maburutse, Eugenia

Title

The Views of teachers towards integrating ethno mathematics into secondary schools.

Abstract

This study examines the views of teachers towards integrating ethno mathematics into secondary school mathematics education. Ethno mathematics, which emphasizes the relationship between culture and mathematical practices, offers opportunities for contextualizing learning by drawing on learners’ cultural experiences and indigenous knowledge systems. The research adopted a qualitative design within the postmodern interpretive paradigm, focusing on how teachers perceive the relevance, opportunities, and challenges of incorporating ethno mathematical approaches in classroom practice. Data were collected through semi-structured interviews with secondary school mathematics teachers from selected schools. Ten participating mathematics teachers were purposively selected for the study. The findings from the results of the study showed a strong consensus among teachers on the importance of making mathematics culturally relevant through the integration of ethno mathematics. The findings indicate that while teachers generally acknowledge the potential of ethno mathematics to make mathematics more meaningful, engaging, and culturally responsive, they expressed concerns about limited training, lack of teaching resources, and the absence of clear curricular guidelines. The study concludes that effective integration of ethno mathematics requires targeted professional development, curriculum support, and the creation of culturally relevant teaching materials.

Date

August 2025

Publisher

BUSE

Keywords

Teacher Perceptions

Mathematics Education

Ethno Mathematics

Indigenous Knowledge

Secondary Schools

Supervisor

Dr. Chagwiza