In-Service Zimbabwean Teachers' Obstacles in Integrating Ethnomathematics Approaches into the Teaching and Learning of Geometry

Autor/inn/en	Sunzuma, Gladys; Maharaj, Aneshkumar
Titel	In-Service Zimbabwean Teachers' Obstacles in Integrating Ethnomathematics Approaches into the Teaching and Learning of Geometry
Quelle	In: Journal of Curriculum Studies, 53 (2021) 5, S.601-620 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sunzuma, Gladys) ORCID (Maharaj, Aneshkumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1825820
Schlagwörter	Ethnography; Geometry; Mathematics Instruction; Teaching Methods; Foreign Countries; Learning Processes; Textbooks; Mathematics Curriculum; Teacher Attitudes; Barriers; Institutional Characteristics; Elementary School Teachers; Secondary School Teachers; Likert Scales; Zimbabwe + Suchen Sie Ihr Suchwort? Ethnografie; Geometrie; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Learning process; Lernprozess; Textbook; Text book; Schulbuch; Lehrbuch; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Likert-Skala; Simbabwe
Abstract	For teachers to integrate ethnomathematics approaches, it is essential to understand their views related to the implementation challenges of such approaches. In schools, teachers held previous views and experiences that influenced their integration of ethnomathematics approaches. This study investigates school-related factors that impede the integration of ethnomathematics approaches into the teaching and learning of geometry as well as suggesting possible solutions into mathematics instruction in Zimbabwe. A convergent mixed methods design, using questionnaires, focus group discussions and interviews, was used. Stratified random sampling, research-based recruitment and purposive sampling were used to select 42 participants. Inductive analysis was used to analyse qualitative data and descriptive statistics was employed to analyse quantitative data. The study revealed that curriculum-related challenges, insufficient resources such as textbooks and very few cultural examples and activities affect the integration of ethnomathematics approaches into the teaching and learning of geometry. There is a need for curriculum developers to engage more teachers during the curriculum design in order to develop material that suits all the learners in Zimbabwe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01