The Use of Indigenous Games to Enhance the Learning of Word Problems in Grade 4 Mathematics: A Case of Kgati

Abstract

This paper explores the value of indigenous games in the teaching and learning of word problems in Grade 4 mathematics. In particular, the paper explains how the moves of *kgati (skipping rope) can be used to enhance the teaching and learning of mathematics word problems. Participatory action research (PAR) methodology was used to generate data so as to enable participants to work collaboratively, freely and with confidence. Participants of this study were Grade 4 learners, a head of department, two Grade 4 mathematics teachers, a life skills teacher, a mathematics subject advisor, four parents and three members of the local royal family. The study seeks to answer the question: To what extent can learners use knowledge of the kgati (skipping rope) game to enhance the learning of mathematics word problems? Community cultural wealth (CCW) theory was employed as a lens that acknowledges the huge wealth of knowledge that participants bring from their homes into the classroom. These forms of capitals include aspirational, navigational, social, linguistic, familial and resistant capital which relate to the knowledge learners bring from home and use to tap into word problems. Critical discourse analysis was used to analyse the words of the research team to reach their deeper meanings. The results of the study indicate that learners can interpret, convert and link their indigenous knowledge with mathematics and improve their understanding of mathematics concepts when indigenous knowledge is incorporated. Incorporating kgati moves to learn word problems significantly improved learners’ creativity and imagination. The study further suggests that learners work better when given opportunities for interactive and collaborative activities that relate to their daily practices.

The Mathematics Teacher at the Crossroads Between Indigenous Cultural and Exotic Games in Teaching Mathematics

“…The results from Table1.2 suggest that even though majority of the respondents agreed that they used games in teaching mathematics, majority of them were unable to mention the games they use in teaching the various topics as stipulated in the JHS mathematics syllabus. This assertion is in line withMoloi et al (2021) and Tangku et al(2022) proposition that despite the important role cultural games play in the pedagogical arena, very few teachers translate their experience with games into practice for lack of knowledge in indigenous games.…”

“…The results on Table 5 was generated from the observation checklist indicated that even though 4 out of the 5 teachers observed used indigenous games in delivering their lessons, only 2 of them effectively made good use of the games as in item 4. It was noted that even though many teachers are aware of the numerous bene ts of using indigenous games in the mathematics, very few of them translate this into actual practice for lack of knowledge of the mathematical content and grammar of indigenous games (Moloi et al, 2021;Tangkur et. al., 2022).The study also revealed that though majority of the classrooms were conducive and teachers presented their lessons from known to unknown, while little attention was given to the varied learning needs of the individual learners by all the teachers.…”

“…Harmonizing indigenous community's cultural knowledge with contemporary ideas in our formal education should be the best method and technique for teaching mathematics (Machaba, 2013; Moloi et al, 2021). Ali (2021), and Pereira and Venâncio (2021) contend that many developing countries have indigenous resources that could be explored to teach mathematics.…”

A Systematic Review of What Malaysia Can Learn to Improve Orang Asli Students’ Mathematics Learning from Other Countries

“…It was mentioned in Moloi [27], and Nkopodi and Mosimege [28] that Morabara was used as an example of an indigenous game to teach mathematical concepts in a condensed form; they claim that the Morabara game makes it fun to learn mathematical concepts. The efficacy of the indigenous game *kgati (skipping rope) in the teaching and learning of word problems in Grade 4 mathematics was investigated by Moloi et al [29].…”

“…Among them, Moloi [27] showed that after being exposed to Morabara, an indigenous game used to teach simpler mathematical concepts, the students were able to exhibit high cognitive skills in analysis and synthesis. The moves of the *kgati (skipping rope) can be used to improve the teaching and learning of mathematics word problems, according to Moloi et al [29]. The implementation of a special mathematics program such as in Matthews et al [26] for Maths as Story Telling (MAST), Warren and Miller [35] for Representations, oral language and engagement in Mathematics: RoleM, Tai et al [31] for an example-based cognitive load teaching method, Warren et al [23] for Young Australian indigenous students Literacy and Numeracy (YAILN), Demitra and Sarjoko [43] for Handep cooperative learning, and Pegg and Graham [38] for QuickSmart, has a significant impact on indigenous mathematics learning achievements.…”