Integrating African indigenous knowledge systems into primary school Mathematics

Author

Mudamburi, Chipo

Title

Integrating African indigenous knowledge systems into primary school Mathematics

Abstract

This study explores the integration of African Indigenous Knowledge Systems (AIKS) into the teaching and learning of primary school mathematics. The research is premised on the understanding that indigenous knowledge embodies mathematical ideas such as measurement, classification, patterning, estimation, and problem-solving, which can be harnessed to enrich classroom instruction. Guided by the interpretivist paradigm, the study employed a qualitative research design to investigate how African cultural practices and everyday experiences can be used to contextualize mathematical concepts for learners. Data was collected through semi structured interviews with teachers in selected primary schools. Purposive sampling was used to select 15 participants. The research revealed that integrating Indigenous Knowledge Systems (IKS) into primary school mathematics enriches the curriculum by making it more culturally relevant, inclusive, and contextually meaningful for learners. The findings demonstrated that Indigenous knowledge contains deeply embedded mathematical ideas that, when thoughtfully incorporated into teaching, enhance learners’ conceptual understanding and engagement. The study concluded that integrating AIKS into primary mathematics instruction holds significant pedagogical value and recommends curriculum development, teacher professional development, and policy support to ensure successful adoption.

Date

August 2025

Publisher

BUSE

Keywords

Ethno mathematics

Primary School Mathematics

Culturally Responsive Pedagogy

African Indigenous Knowledge Systems

Supervisor

Dr. G. Sunzuma