Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
Culturally based activities embedded within indigenous knowledge, in general, may be used to support the teaching of mathematics in multicultural classes. The article reflects on research that has been conducted with twenty-five post-graduate students studying Mathematics Education at one university in KwaZulu-Natal, South Africa. These post-graduate students were also practicing mathematics teachers at schools. The study explored the use of indigenous knowledge and culturally based activities by post-graduate students in schools while teaching mathematical concepts. The theory of Realistic Mathematics Education framed this qualitative, interpretive study which used a questionnaire, lesson observations and semi-structured interviews to generate data. Qualitative data were analysed inductively and thematically. The findings reveal that the participants needed to understand indigenous knowledge to integrate culturally based activities in mathematics lessons. Secondly, culturally based activities established on indigenous knowledge scaffolded mathematics lessons and promoted the understanding of mathematical concepts to make learning more meaningful and relevant. Thirdly, this study provides examples of good practice to support teachers in integrating classroom activities and activities outside the classroom, ensuring that mathematical concepts learned in classrooms are not done in isolation but take into account learners’ authentic experiences in various settings. Finally, by integrating indigenous knowledge and culturally based activities in the mathematics curriculum, learners interacted and engaged more freely within the educational context. Similar studies could be conducted at universities internationally. Implications for mathematics teachers, mathematics teacher educators and mathematics curriculum developers globally are discussed.
Dados da obra
- Tipo
- Artigo
- Periódico
- African Journal of Teacher Education, v. 10, n. 2, p. 17-36
- Editora
- Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
- Ano
- 2021 (2021-12)
- Idioma
- en
- Palavras-chave
- culturally-based activities; curriculum; indigenous knowledge; integration; mathematics; teachers
- Temas
- Currículo
- DOI
- 10.21083/ajote.v10i2.6686
- ISSN
- 1916-7822
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
NAIDOO, Jayaluxmi. Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms. African Journal of Teacher Education, v. 10, n. 2, p. 17-36, 2021. DOI: https://doi.org/10.21083/ajote.v10i2.6686.
APA
Naidoo, J. (2021). Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms. African Journal of Teacher Education, 10(2), 17-36. https://doi.org/10.21083/ajote.v10i2.6686
BibTeX
@article{naidoo2021,
author = {Naidoo, Jayaluxmi},
title = {Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms},
year = {2021},
journal = {African Journal of Teacher Education},
volume = {10},
number = {2},
pages = {17-36},
publisher = {Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)},
doi = {10.21083/ajote.v10i2.6686},
language = {en}
}RIS
TY - JOUR AU - Naidoo, Jayaluxmi TI - Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms PY - 2021 JO - African Journal of Teacher Education VL - 10 IS - 2 SP - 17 EP - 36 DO - 10.21083/ajote.v10i2.6686 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
Proof in Mathematics Education: A Bibliometric Analysis Using R Biblioshiny and VOSviewer
Journal of Research and Advances in Mathematics Education
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27489
Download disponível Baixar PDF na fonte: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) Acessar texto completo: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) -
Research on the Pathways and Practices of Integrating Chinese Philosophy into Advanced Mathematics Teaching
Journal of Education and Educational Research, v. 18, n. 3 · DOI 10.54097/nrrpnn04
-
Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration
Sustainable Education and Digital Transformation · DOI 10.33902/sedt.202635703
Download disponível Baixar PDF na fonte: Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration (abre em nova aba) Acessar texto completo: Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration (abre em nova aba)