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.

摘要

教师要整合民族数学方法，必须了解他们对此类方法实施挑战的看法。在学校，教师持有影响他们整合民族数学方法的先前观点和经验。本研究调查了阻碍将民族数学方法融入几何教学的学校相关因素，并为津巴布韦的数学教学提出了可能的解决方案。使用了使用问卷、焦点小组讨论和访谈的融合混合方法设计。分层随机抽样、基于研究的招募和有目的的抽样被用来选择 42 名参与者。归纳分析用于分析定性数据，描述性统计用于分析定量数据。研究表明，与课程相关的挑战、教科书等资源不足以及文化实例和活动很少，影响了将民族数学方法融入几何教学中。课程开发人员需要在课程设计过程中聘请更多教师，以开发适合津巴布韦所有学习者的材料。