Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work

Autor/inn/en	Ali, Clement Ayarebilla; Davis, Ernest Kofi
Titel	Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work
Quelle	In: Journal of Education and Learning, 7 (2018) 2, S.210-220 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Handicrafts; Indigenous Knowledge; Numbers; Mathematics Instruction; Mathematical Concepts; Qualitative Research; Elementary School Teachers; Preschool Teachers; Skilled Workers; Early Childhood Education; Algebra; Geometry; Statistics; Surveys; Interviews; Ghana + Suchen Sie Ihr Suchwort? Ausland; Handwerk; Zahlenraum; Mathematics lessons; Mathematikunterricht; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Facharbeiter; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Geometrie; Statistik; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	Even though basketry is an age old occupation in Ghana and the world over, it appears mathematics tasks and activities involving the designs and structures have remained unnoticed and inadequately tapped for early school instructions. This qualitative survey therefore, purposively sampled four teachers, two basket artisans and six pupils in the Bolgatanga Municipality of Upper East Region of Ghana to harness, discuss and apply the tasks and activities indigenous basket resources could be employed to enhance conceptual knowledge and understanding in prenumber and early work. The findings showed that apart from providing employment and income for local artisans, teachers and pupils were equipped with prenumber activities that lead to the acquisition of early number work in pre-algebra, pre-geometry and pre-statistics tasks and activities in mathematics. We therefore, recommended instructional policies and programmes that promote and improve upon conceptual learning of prenumber and early school mathematics with indigenous resources. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01