Exploring Zimbabwean Mathematics Teachers' Integration of Ethnomathematics Approaches into the Teaching and Learning of Geometry

Autor/inn/en	Sunzuma, Gladys; Maharaj, Aneshkumar
Titel	Exploring Zimbabwean Mathematics Teachers' Integration of Ethnomathematics Approaches into the Teaching and Learning of Geometry
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 7, S.77-93, Artikel 5 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Teaching Methods; Mathematics Instruction; Geometry; Foreign Countries; Teacher Attitudes; Instructional Materials; Technology Integration; Teacher Workshops; Mathematics Teachers; Ethnicity; Culturally Relevant Education; Honors Curriculum; Inservice Teacher Education; Constructivism (Learning); Information Technology; Zimbabwe + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Geometrie; Ausland; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ethnizität; Lehrerfortbildung; Informationstechnologie; Simbabwe
Abstract	This article reports on a study that explored how a group of in-service mathematics teachers integrated ethnomathematics approaches into the teaching and learning of geometry. The study used a convergent parallel mixed-methods design, which combined both quantitative and qualitative methods, to provide a deeper understanding of how the participants integrate ethnomathematics approaches into the teaching and learning of geometry. The data for the study were gathered from 40 in-service mathematics teachers through the use of questionnaires and focus group discussions. Results showed that the in-service teachers integrate ethnomathematics approaches into the teaching and learning of geometry as learning materials, resources, and the learning context. Based on the study, it is suggested that teachers should consider the incorporation of ethnomathematics approaches into the teaching and learning of geometry using technological means such as the internet, TV, and films. The findings have implications for continuous teacher professional development in the forms of workshops for the teachers involving the use of ethnomathematics approaches. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01