Incorporating traditional games into the teaching and learning of primary Mathematics at Ponderosa primary school in Doma cluster · Electronic Theses and Dissertations

Author

Mufurutsa, Simon

Title

Incorporating traditional games into the teaching and learning of primary Mathematics at Ponderosa primary school in Doma cluster

Abstract

This dissertation explores the integration of traditional games into the teaching and learning of primary mathematics at Ponderosa Primary school in Doma cluster. Traditional games, often rooted in cultural heritage, have the potential to enhance educational experiences by fostering engagement, collaboration, and critical thinking among students. The study addresses the pressing need for innovative teaching methodologies that can improve mathematical understanding and performance in primary education. The research employs a mixed approach, utilizing both quantitative and qualitative data collection techniques. Surveys were administrated to teachers and to gather insights on the current use of students on the current use of traditional games in mathematics instruction, while semi structured interviews provided deeper qualitative data regarding experiences and perceptions. The research aims to answer three primary questions: (1) What traditional games can used to teach primary mathematics concepts at Ponderosa Primary School? (2) How does the incorporation of traditional games affect pupils’ understanding and retention of primary mathematics concepts? (3) What challenges and opportunities arise when integrating traditional games into the primary mathematics curriculum? Findings from the quantitative from analysis revealed a unanimous agreement among teachers regarding the effectiveness of games such as Hopscotch (Pada), Tsoro Yematatu (Three Men’s Morris and Nhodo in teaching various mathematical concepts. Hopscotch was noted for its utility in teaching numerical sequences and counting, while Tsoro Yematatu was highlighted for enhancing spatial reasoning and geometric concepts. Nhodo emerged as a powerful tool for teaching arithmetic operations and strategic thinking. The qualitative data corroborated these findings with teachers expressing that these games foster engagement, enthusiasm and collaboration among students, thereby transforming the learning experience from passive to active. The study also identified significant positive impacts of traditional games on schools’ understanding and retention of mathematical concepts. Teachers reported that these games contextualize abstract mathematical ideas, making them more tangible and relatable. Students demonstrated increased motivation and participation, with many expressing that learning through games was more enjoyable and less intimidating. Moreover, traditional games were found to encourage critical thinking and problem-solving skills, as learners strategized and reflected on their gameplay experiences. However, the research also unveiled several challenges associated with integrating traditional games into the game the mathematics curriculum. These included a lack of resources and materials, insufficient training for teachers on how to effectively implement game-based learning, rigid curriculum structures that prioritize rote memorization, and difficulties in managing large classes during game activities. Despite these barriers, the study underscores the potential of traditional games as valuable educational tools that can bridge the gap between cultural heritage and formal education. In conclusion, this dissertation advocates for the systematic integration of traditional games into the Ponderosa Primary mathematics curriculum at emphasizing the need for targeted professional development for teachers, curriculum flexibility and resource allocation. By recognizing and harnessing the pedagogical power of traditional games, educators can create a more engaging, inclusive and effective mathematics learning environment that resonates with students ‘cultural identities’ findings contribute to the growing body of literature on culturally responsive pedagogy and offer practical recommendations for enhancing mathematics education in Zimbabwe. Future research is encouraged to explore the long term impacts of traditional games on students’ academic performance and skills, as well as the scalability of this approach in other educational contexts.

Date

August 2025

Publisher

BUSE

Keywords

Traditional Games

Primary Mathematics

Supervisor

Dr. G. Sunzuma