Ethnomathematics: The use of cultural games in mathematics in the early grades: A South African case study

Roy Venketsamy
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Roy Venketsamy: University of KwaZulu-Natal, South Africa

Social Sciences and Education Research Review, 2024, vol. 11, issue 2, 189-196

Abstract: This qualitative study explored teachers' views on using ethnomathematics in the Foundation Phase, especially through cultural games. The study was conducted in a semi-rural school in Gauteng province with six Foundation Phase teachers. Data were collected through written responses and online interviews. Findings revealed that teachers had little understanding of 'ethnomathematics' but used games for teaching and learning. Cultural games improved learners' mathematics knowledge, skills, and understanding. Teachers recommended further training and development in the use and design of cultural games.

Keywords: ethnomathematics; cultural identity; cultural games; foundation phase teachers; South Africa (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:11:y:2024:i:2:p:189-196

DOI: 10.5281/zenodo.15258296

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