Contextualizing Culturally Relevant Science and Mathematics Teaching for Indigenous Learning

Abrams, Eleanor; Taylor, Peter; Guo, Chorng-Jee

doi:10.1007/s10763-012-9388-2

Cited by 46 publications

(35 citation statements)

References 32 publications

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“…Various prompts, probes, clarifications and other motivations were employed in the interviews. Based on the exploratory nature of the research questions and the fact that indigenous basket resources are culturally embedded, the interview guide was adopted to address the perceptions and judgements of the teachers and artisans to accomplish the aim of this research (Sheya & Grange, 2014;Abrams, Taylor, & Guo, 2013;Alakananin & Liu, 2013;.…”

Section: Methodsmentioning

confidence: 99%

“…The above conversations were ample evidences to show that artisans had little knowledge about the impact of their indigenous basket technology to the teaching and earning of mathematics and must be educated to design, construct and manufacture basket resources that appropriately addresses pupils' learning needs in their own environments (Gerdes, 2014;Abrams, Taylor, & Guo, 2013;Beaty, 2012;Abrams, Taylor, & Guo, 2013;Breidlid, 2009). The Table 2 shows the background information of four teachers in the Bolgatanga Municipality who had their highest educational levels ranged from senior high school (SHS) to the university, two novice and two experienced teachers.…”

Section: Conversation With Artisan "B"mentioning

confidence: 99%

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Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work

Ali¹,

Davis²

2018

JEL

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Even though basketry is an age old occupation in Ghana and the world over, it appears mathematics tasks and activities involving the designs and structures have remained unnoticed and inadequately tapped for early school instructions. This qualitative survey therefore, purposively sampled four teachers, two basket artisans and six pupils in the Bolgatanga Municipality of Upper East Region of Ghana to harness, discuss and apply the tasks and activities indigenous basket resources could be employed to enhance conceptual knowledge and understanding in prenumber and early work. The findings showed that apart from providing employment and income for local artisans, teachers and pupils were equipped with prenumber activities that lead to the acquisition of early number work in pre-algebra, pre-geometry and pre-statistics tasks and activities in mathematics. We therefore, recommended instructional policies and programmes that promote and improve upon conceptual learning of prenumber and early school mathematics with indigenous resources.

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Section: Methodsmentioning

confidence: 99%

Section: Conversation With Artisan "B"mentioning

confidence: 99%

Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work

Ali¹,

Davis²

2018

JEL

View full text Add to dashboard Cite

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“…However, [16] was selected as it looks at mathematical pedagogy and does not involve any technology use. Together with this, [2] and [4] do not clearly state its research details like sample size, type of instrument used and so on thus their validity and reliability could be questioned. However, they are selected as they both give insights into issues in mathematics learning and on indigenous knowledge and how culture could influence research data.…”

Section: Selection Criteriamentioning

confidence: 97%

“…Introduction Academic achievements of Maori students' are low compared to the rest of the New Zealand students in all sectors of education. Underachievement in mathematics could be due to many different factors including the nature of this subject itself [1], [2], its pedagogy [1]- [3] and/or how it is assessed [4].…”

Section: Introductionmentioning

confidence: 99%

How Incorporating e-Learning into the Mathematics Curriculum Could Improve Indigenous Students’ Achievement

Lakhan¹,

Laxman²

2018

IJIET

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This paper looks at global indigenous students' underachievement in secondary mathematics when compared to other ethnicity students. Altogether fifteen independent studies and existing meta-analysis were analyzed through conducting a critical meta-analysis. During this process, indigenous students' learning styles, effective mathematical pedagogy and benefits of technology inclusion for indigenous students were considered. It was found that indigenous students do not find western curriculum as relevant for them and are disengaged in the classroom. A culture inclusive curriculum through collaboration on tasks is vital. Technology allows collaboration on tasks, suits different learning styles and could lead onto increased motivation and mathematical achievement.

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“…These reasons may be resulting from several sources. For example, those originating from the learners themselves such as absence of interest, poor language facility, poor motivation, the abstract nature of mathematics, learner worldviews that might be in clash with the ways of knowing in science and mathematics say (Zinyeka, 2016;Abrams, Taylor & Guo, 2013;Aikenhead, Calabrese & Chinn, 2006). Other causes may have to do with teacher factors, such as teachers' lack of effective ways of teaching, poor experience, qualifications and an insufficient knowledge base of teachers, as well as non-educational dynamics such as under-resourced large size classes (Mashingaidze, 2012;Telima, 2011;Chiwiye, 2013).…”

Section: Introductionmentioning

confidence: 99%

In-service Zimbabwean teachers’ views on the utility value of diagrams in the teaching and learning of geometry

Sunzuma

Chando

Gwizangwe

et al. 2020

LUMAT

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Geometry is an essential component of mathematics which promotes the development of critical thinking and problem-solving skills. Geometry shapes are an integral part of our lives. This study focused on the teachers’ practices, specifically on how teachers ought to be equipped with a good understanding on the effectiveness of the use of use of diagrams in geometry teaching and learning. A mixed method approach comprising of questionnaires and interviews was used in this study. Ninety-one teachers participated in this study. The research findings were categorized using the four themes of utility, positive attitudes, negative attitudes, and teachers’ use of diagrams in geometry class. The study showed that diagrams are effective in the teaching and learning of geometry concepts. It is recommended that teachers could do well if they make use of technology in designing diagrams to be used in the teaching and learning of geometry.

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Contextualizing Culturally Relevant Science and Mathematics Teaching for Indigenous Learning

Cited by 46 publications

References 32 publications

Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work

Harnessing Indigenous Basketry Resources for Prenumber and Early Number Work

How Incorporating e-Learning into the Mathematics Curriculum Could Improve Indigenous Students’ Achievement

In-service Zimbabwean teachers’ views on the utility value of diagrams in the teaching and learning of geometry

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