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Ethnomathematics in Kafa, Ethiopia: Number Sense and its Level of Inclusion in School Curriculum

Artigo2021Acervo Histórico

Desta Geneme Gebre ORCID; Solomon Areaya Kassa ORCID; Kassa Michael Wodeyesus ORCID

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Esta obra ultrapassou a janela corrente dos últimos cinco anos em 01/11/2026 e está preservada no Acervo Histórico.

Resumo

The purpose of this study was to find out the indigenous number and number sense of people in Kafa and to explore its level of integration to school curriculum. To this end, the study followed a qualitative research method which utilized ethnographic case study (embedded) design. Data were collected from 22 key participants through interview, observation, and focus group discussion. In addition, content analysis was used to investigate the level of integration of number and number sense to school curriculum. Accordingly, the study found that base six (maqoo) and base sixty (uddoo) counting systems, fractions and measurement related mathematical systems are found embedded in Kafa agricultural setting. The study further found that indigenous number and number sense of Kafa people were partially integrated in school curriculum. The implication of the finding is that there is a need to improve the existing school curriculum in a way it covers indigenous number and number sense of the people in Kafa.

Dados da obra

Tipo
Artigo
Periódico
Mediterranean Journal of Social & Behavioral Research, v. 5, n. 3, p. 41-50
Editora
Modestum Ltd
Ano
2021 (2021-10-21)
Idioma
en
Palavras-chave
ethnomathematics; number sense; fractions; measurement; curriculum integration; curriculum reform; agricultural communities
Temas
Currículo, Etnomatemática, Inclusão
DOI
10.30935/mjosbr/11291
ISSN
2547-8559, 2547-8567
Licença
other-oa
Acesso
Download disponível
Fontes
Crossref; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
GEBRE, Desta Geneme; KASSA, Solomon Areaya; WODEYESUS, Kassa Michael. Ethnomathematics in Kafa, Ethiopia: Number Sense and its Level of Inclusion in School Curriculum. Mediterranean Journal of Social & Behavioral Research, v. 5, n. 3, p. 41-50, 2021. DOI: https://doi.org/10.30935/mjosbr/11291.

APA

Gebre, D. G., Kassa, S. A., & Wodeyesus, K. M. (2021). Ethnomathematics in Kafa, Ethiopia: Number Sense and its Level of Inclusion in School Curriculum. Mediterranean Journal of Social & Behavioral Research, 5(3), 41-50. https://doi.org/10.30935/mjosbr/11291

BibTeX
@article{gebre2021,
  author = {Gebre, Desta Geneme and Kassa, Solomon Areaya and Wodeyesus, Kassa Michael},
  title = {Ethnomathematics in Kafa, Ethiopia: Number Sense and its Level of Inclusion in School Curriculum},
  year = {2021},
  journal = {Mediterranean Journal of Social \& Behavioral Research},
  volume = {5},
  number = {3},
  pages = {41-50},
  publisher = {Modestum Ltd},
  doi = {10.30935/mjosbr/11291},
  language = {en}
}
RIS
TY  - JOUR
AU  - Gebre, Desta Geneme
AU  - Kassa, Solomon Areaya
AU  - Wodeyesus, Kassa Michael
TI  - Ethnomathematics in Kafa, Ethiopia: Number Sense and its Level of Inclusion in School Curriculum
PY  - 2021
JO  - Mediterranean Journal of Social & Behavioral Research
VL  - 5
IS  - 3
SP  - 41
EP  - 50
DO  - 10.30935/mjosbr/11291
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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