In-service secondary teachers’ teaching approaches and views towards integrating ethnomathematics approaches into geometry teaching
Tipo de documento
Autores
Lista de autores
Sunzuma, Gladys y Maharaj, Aneshkumar
Resumen
Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners’ cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers’ teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focus group discussions and questionnaires were used as data gathering instruments. The sample comprised of 40 in-service mathematics teachers. Findings show that both teacher-centered and learner-centered approaches were used in geometry teaching and learning. The study also revealed that teachers had the opinion that ethnomathematics approaches should be integrated into geometry teaching. The study recommends that teachers should be trained to use ethnomathematics approaches when teaching geometry.
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
34
Número
66
Rango páginas (artículo)
22-39
ISSN
19804415
Referencias
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