Exploring traditional Zimbabwean games for teaching mathematical concepts at primary school level.

Author

Mlauzi, Nikita

Title

Exploring traditional Zimbabwean games for teaching mathematical concepts at primary school level.

Abstract

This study explores the use of traditional Zimbabwean games as a pedagogical strategy for enhancing the teaching and learning of mathematical concepts at the primary school level. The research is grounded in the recognition that indigenous knowledge systems contain rich mathematical ideas that are often overlooked in formal education. Games such as nhodo, tsoro, and other culturally embedded activities were examined to identify mathematical concepts including counting, sequencing, pattern recognition, spatial reasoning, and problem solving. A qualitative research design, situated within the constructivist-interpretive paradigm, was employed. Data were collected through semi-structured interviews with ten teachers who were purposively selected. The findings reveal that traditional games provide an effective and culturally relevant means of supporting conceptual understanding in mathematics while simultaneously fostering learner engagement, collaboration, and confidence. The study demonstrated that traditional games such as Tsoro, Pada, Nhodo, and Fishi-fishi hold significant potential as culturally relevant tools for enhancing mathematics teaching and learning. Furthermore, the integration of such games bridges the gap between learners’ everyday cultural practices and the formal school curriculum, thereby situating mathematical learning within familiar and meaningful contexts.

Date

August 2025

Publisher

BUSE

Keywords

Indigenous Knowledge

Mathematics Education

Primary Education

Mathematical Concepts

Traditional Zimbabwean Games

Supervisor

Dr. G. Sunzuma