Teachers’ Knowledge and Usage of Ethnomathematics in Asokwa Municipality (Kumasi) of Ashanti Region of Ghana
Abstract
This study investigated teachers’ knowledge and usage of ethnomathematics in Asokwa Municipality (Kumasi) in the Ashanti region of Ghana. The triangulation design of the mixed method was used. Purposive sampling was used to select all the 62 mathematics teachers from all the public junior high schools in the municipality. Results from the data analysis showed that mathematics teachers in Asokwa Municipality possess a high level of knowledge of ethnomathematics, with an overall mean score of 3.68 and a standard deviation of 0.61. The study recommended that Ghana Tertiary Education Commission (GTEC) should ensure that teachers’ colleges of education train mathematics teachers on the integration of ethnomathematics in the teaching of mathematics
Downloads
References
Bayar A. (2021) The Effects of School Culture on Pupils Academic Achievements, Amasya University College of Education, Amasya, Turkey
Bishop, A. (1994). Cultural conflicts in mathematics education: Developing a research agenda. For the Learning of Mathematics, 14(2), 15-18.
Brown, T. (2010). Construct validity: A unitary concept for occupational therapy assessment, evaluation, and measurement. Hong Kong Journal of Occupational, 20 (1), 30-42, https://doi.org/10.1016/S1569-1861(10)70056-5
D’Ambrosio, U. (1999). Ethnomathematics and its First International Congress. Zentralblatt für Didaktik der Mathematik, 31:50–53. https://doi.org/10.1007/s11858-999-0008-8
D’Ambrosio, U. (2001). What is Ethnomathematics and how can it help children in schools? Teaching Children Mathematics, 7(6), 308-310.
Dhlamini, Joseph. (2009). Connections between Mathematics and Arts & Culture: An exploratory Study with Teachers in a South African school.
Dolomite J. (2004).: occurrence, evolution and economically important associations. Earth-Science and mathematics Reviews, 52(1-3), 1-81.
Orey, D. C., & Rosa, M. (2008). Ethnomathematics and cultural representations: Teaching in highly diverse contexts. Acta Scientiae. Revista de Ensino de Ciências e Matemática, 10(1), 27-46.
Presmeg, N. C. (1998). Ethnomathematics in teacher education. Journal of Mathematics Teacher Education, 1(3), 317-339.
Shirley, L. (1995). Ethnomathematics as a fundamental of instructional methodology. Zdm, 33(3), 85-87.
Zeichner, K. M., & Liston, D. P. (2013). Reflective teaching: An introduction. Routledge.
Copyright (c) 2024 Randwick International of Education and Linguistics Science Journal

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.