In-Service Mathematics Teachers' Knowledge and Awareness of Ethnomathematics Approaches

Autor/inn/en	Sunzuma, Gladys; Maharaj, Aneshkumar
Titel	In-Service Mathematics Teachers' Knowledge and Awareness of Ethnomathematics Approaches
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 7, S.1063-1078 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sunzuma, Gladys) ORCID (Maharaj, Aneshkumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1736351
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Geometry; Teaching Methods; Learning Processes; Indigenous Knowledge; Cultural Background; Honors Curriculum; Teacher Education Programs; Student Attitudes; Teacher Attitudes; Foreign Countries; African Culture; Zimbabwe + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Lehrerverhalten; Ausland; Africa; Culture; Afrika; Kultur; Simbabwe
Abstract	This convergent mixed method study aimed at gaining insight into teachers' awareness of ethnomathematics approaches and the ethnomathematical practices that could be used in the teaching and learning of geometry. The data were gathered through questionnaires and focus group discussions. The findings showed that the in-service teachers had varying definitions of ethnomathematics approaches and they were aware of the ethnogeometrical practices found in their cultural practices and experiences that could be integrated into the teaching and learning of geometry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01