A Comparison of the Effectiveness of Ethnomathematics and Traditional Lecture Approaches in Teaching Consumer Arithmetic: Learners' Achievement and Teachers' Views
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
Past studies revealed that the integration of ethnomathematics approaches is of great importance in the teaching and learning of mathematics as it is believed to improve learners' understanding and achievement in mathematics. Cognisant of the benefits of using ethnomathematics approaches in teaching and learning mathematics, the Zimbabwean school syllabus recommends the adoption and integration of ethnomathematics approaches to improve the learners' performance. The purpose of this mixed-method study was to determine the comparative effectiveness of ethnomathematics approaches and the traditional lecture approaches as well as teachers' views on the use of ethnomathematics approaches. The study sample comprised 90 learners and two teachers from one secondary school in Bindura district in Zimbabwe. Two instruments, a test and interviews were used for data collection. The participating teachers taught the concepts of consumer arithmetic for four weeks. Findings of the study showed that learners taught using an ethnomathematics approach achieved significantly higher in the test than those taught consumer arithmetic using the traditional approach. The study revealed that teachers appreciated the use of ethnomathematics approaches in the teaching of consumer arithmetic as their learners were motivated, actively involved and interested in learning the concepts. It was also reported that ethnomathematics approaches improve learners' understanding and retention of arithmetic concepts. The study, therefore, recommended training of the teachers on the use of the ethnomathematics approach in the teaching and learning of consumer arithmetic.
Dados da obra
- Tipo
- Artigo
- Periódico
- Pedagogical Research
- Ano
- 2021
- Idioma
- en
- Palavras-chave
- Ethnology; Mathematics; Lecture Method; Instructional Effectiveness; Arithmetic; Consumer Education; Mathematics Instruction; Mathematics Achievement; Conventional Instruction; Secondary School Students; Secondary School Teachers; Foreign Countries
- Temas
- Etnomatemática
- ISSN
- EISSN-2468-4929
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 27/09/2026 · verificada em 27/09/2026
Como citar
ABNT
SUNZUMA, Gladys et al.. A Comparison of the Effectiveness of Ethnomathematics and Traditional Lecture Approaches in Teaching Consumer Arithmetic: Learners' Achievement and Teachers' Views. Pedagogical Research, 2021. Disponível em: https://eric.ed.gov/?id=EJ1321509. Acesso em: 5 nov. 2026.
APA
Sunzuma, G., Zezekwa, N., Gwizangwe, I., & Zinyeka, G. (2021). A Comparison of the Effectiveness of Ethnomathematics and Traditional Lecture Approaches in Teaching Consumer Arithmetic: Learners' Achievement and Teachers' Views. Pedagogical Research. https://eric.ed.gov/?id=EJ1321509
BibTeX
@article{sunzuma2021,
author = {Sunzuma, Gladys and Zezekwa, Nicholas and Gwizangwe, Isaac and Zinyeka, Gracious},
title = {A Comparison of the Effectiveness of Ethnomathematics and Traditional Lecture Approaches in Teaching Consumer Arithmetic: Learners' Achievement and Teachers' Views},
year = {2021},
journal = {Pedagogical Research},
url = {https://eric.ed.gov/?id=EJ1321509},
language = {en}
}RIS
TY - JOUR AU - Sunzuma, Gladys AU - Zezekwa, Nicholas AU - Gwizangwe, Isaac AU - Zinyeka, Gracious TI - A Comparison of the Effectiveness of Ethnomathematics and Traditional Lecture Approaches in Teaching Consumer Arithmetic: Learners' Achievement and Teachers' Views PY - 2021 JO - Pedagogical Research UR - https://eric.ed.gov/?id=EJ1321509 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.
-
NEUROCIÊNCIAS E ETNOMATEMÁTICA COMO FERRAMENTAS NO ENSINO DE MATEMÁTICA E CIÊNCIAS: POTENCIALIZANDO O APRENDIZADO DOS ALUNOS DE EJA E CONSTRUINDO AUTONOMIA ATRAVÉS DE UMA EDUCAÇÃO LIBERTADORA
Revista Tópicos, v. 4, n. 32 · DOI 10.70773/revistatopicos/777350433
Download disponível Baixar PDF na fonte: NEUROCIÊNCIAS E ETNOMATEMÁTICA COMO FERRAMENTAS NO ENSINO DE MATEMÁTICA E CIÊNCIAS: POTENCIALIZANDO O APRENDIZADO DOS ALUNOS DE EJA E CONSTRUINDO AUTONOMIA ATRAVÉS DE UMA EDUCAÇÃO LIBERTADORA (abre em nova aba) Acessar texto completo: NEUROCIÊNCIAS E ETNOMATEMÁTICA COMO FERRAMENTAS NO ENSINO DE MATEMÁTICA E CIÊNCIAS: POTENCIALIZANDO O APRENDIZADO DOS ALUNOS DE EJA E CONSTRUINDO AUTONOMIA ATRAVÉS DE UMA EDUCAÇÃO LIBERTADORA (abre em nova aba) -
Ethnomathematics Exploration of West Tulang Bawang Tikew Woven
Kognitif: Jurnal Riset HOTS Pendidikan Matematika, v. 6, n. 1 · DOI 10.51574/kognitif.v6i1.3981
-
ETHNOMATHEMATICAL E-COMIC: ENHANCING STUDENTS’ SELF-EFFICACY AND DIVERGENT THINKING
Jurnal Eduscience, v. 13, n. 1 · DOI 10.36987/jes.v13i1.8302
-
Onde a farinha ensina: educação indígena Parintintin entre roçados, corpos e resistências
Caderno Pedagógico, v. 23, n. 1 · DOI 10.54033/cadpedv23n1-090
-
ETNOMATEMÁTICA E INFORMÁTICA NA EDUCAÇÃO SUPERIOR DO INTERIOR DO AMAZONAS: UMA REVISÃO BIBLIOGRÁFICA SOBRE ARTICULAÇÕES PEDAGÓGICAS, TERRITORIALIDADES E INCLUSÃO DIGITAL
Revista Tópicos, v. 4, n. 36 · DOI 10.70773/revistatopicos/786388103
Download disponível Baixar PDF na fonte: ETNOMATEMÁTICA E INFORMÁTICA NA EDUCAÇÃO SUPERIOR DO INTERIOR DO AMAZONAS: UMA REVISÃO BIBLIOGRÁFICA SOBRE ARTICULAÇÕES PEDAGÓGICAS, TERRITORIALIDADES E INCLUSÃO DIGITAL (abre em nova aba) Acessar texto completo: ETNOMATEMÁTICA E INFORMÁTICA NA EDUCAÇÃO SUPERIOR DO INTERIOR DO AMAZONAS: UMA REVISÃO BIBLIOGRÁFICA SOBRE ARTICULAÇÕES PEDAGÓGICAS, TERRITORIALIDADES E INCLUSÃO DIGITAL (abre em nova aba)