Integration of ethnomathematics in the teaching of probability in secondary school mathematics in Zimbabwe

Abstract

Underpinned by the social constructivism theory and the praxis of integrating ethnomathematics in the teaching of probability, this PAR developed a policy framework for facilitating the integration of ethno-mathematics in secondary school mathematics in the teaching of probability in Zimbabwe. A qualitative method approach was used in a case study of one rural secondary school. The study targeted rural secondary school mathematics teachers who were teaching Form Three classes. The school was purposively selected and so were the three form three mathematics teachers and the form three learners at that school who participated in this study. The study triangulated the research instruments which included semi-structured interviews, lesson observation schedules and post-lesson reflection interviews. The study developed an ethnomathematics instructional model which was found to successfully guide the participants to integrate ethnomathematics in the teaching of probability. Thematic analysis was used to analyse data which was wholly qualitative. Findings of this study reveal that the use of the ethnomathematics instructional models helped the participants to integrate ethnomathematics in the teaching of probability effectively. Teaching probability concepts using the ethnomathematics instructional model was also found to trigger improvements in the learners’ performance in probability. The two theories namely, Determination of Randomness Theory and Determination of Independent Outcome Theory which emerged from this study can guide mathematics teachers when incorporating cultural games in the teaching of probability concepts. Based on the findings of this study I conclude that the ethnomathematics instructional model when implemented properly improves the mathematics teachers’ ability to integrate ethnomathematics in the teaching of probability. The findings in this study have the potential to inform mathematics teachers, policy makers, and curriculum developers on the significance of implementing the ethnomathematics instructional model used in this study in schools. It is also advisable to carry out further studies to find out how the ethnomathematics instruction model can be used in other topics in mathematics.