2 - Using Indigenous Games to Teach Problem-solving in Mathematics in Rural Learning Ecologies
Revue de l’enseignement supérieur en Afrique,
Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing
Résumé
Cet article examine l’utilisation du Morabaraba, un jeu de plateau, comme un exemple de jeux autochtones utilisés dans l’enseignement de la réso- lution des problèmes mathématiques. Cette approche s’inscrit dans un environnement d’apprentissage rural se basant sur la théorie de la richesse culturelle communautaire qui considère les membres de la communauté comme des experts et qui habilite les collectivités à trouver leurs propres solutions aux problèmes locaux. Elle est basée sur la prémisse selon laquelle les apprenants possèdent des connaissances qui ne sont pas utilisées dans l’enseignement et l’apprentissage des mathématiques; les connaissances marginalisées des personnes exclues sont utiles (Yosso 2005: 79). L’auteur a puisé dans les connaissances marginalisées des communautés subalternes pour enseigner la résolution des problèmes en utilisant la recherche-action participative dans la génération des données, d’où l’implication des membres de la communauté (parents, chefs traditionnels), des experts de l’éducation (enseignants, conseillers sur les disciplines mathématiques, conférenciers provenant d’institutions d’enseignement supérieur) et les apprenants eux-mêmes. Les données primaires ont été générées en utilisant un magnétophone et une caméra vidéo, analysées grâce à la technique d’analyse critique du discours de Van Dijk (2001) pour identifier les cas d’« injustices discursives » dans le texte et les paroles, et obtenir des sens plus profonds du texte. Cela signifie une forme de résistance aux rapports de forces sociales injustes et contraires à l’éthique.
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Bungane, P., 2014, ‘The development of implementation strategy for QLTC towards sustainable learning environments’, unpublished PhD thesis, University of the Free State, Bloemfontein.
- Bush, W.S., 2005, ‘Improving research on mathematical learning and teaching in rural contexts’, Journal of Research in Rural Education 20 (8): 1–11.
- Chilisa, B., 2012, Indigenous Research Methodologies, Thousand Oaks, CA: Sage. Chikodzi, I. and Shumirai, N.S., 2010, Pan African Studies 3 (10). COMPLETE Department of Basic Education, 2011, Curriculum and Assessment Policy Statement,Pretoria.
- Department of Basic Education, 2013, Report on the 2013 National Senior Certificate Diagnostic Report, Pretoria.
- Department of Basic Education, 2014, Report on the Annual National Assessment of 2014: Grade1 to 6 & 9, Pretoria.
- Department of Education, 2003, National Curriculum Statement Grades 10-12 (General): Mathematics, Pretoria.
- Ewing, B., 2013, ‘Funds of knowledge of sorting and patterning: networks of exchange in a Torres Strait Island community’, Australian Journal of Indigenous Education 41 (2): 131–38.
- Haylock, D., 2010, Mathematics Explained for Primary Teachers, 4ᵗʰ edition.
- Thousand Oaks, CA: Sage.
- Leonard, J., 2008, Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students, New York, NY: Routledge Taylor & Francis Group.
- Lynn, M., 2004, ‘Inserting the “race” into critical pedagogy: an analysis of race-based epistemologies’, Educational Philosophy of Theory 36 (2): 153–64.
- Maharaj, A., Brijlal, D. and Molebale, J., 2007, ‘Teachers’ views of practical work in the teaching of fractions, a case study’, South African Journal of Education27: 597–612.
- McGregor, S.L.T. and Murnane, J.A., 2010, ‘Paradigm, methodology and method: intellectual integrity
- in consumer scholarship’, International Consumer Studies 34 (4): 419–27.
- Moana, E., 2010, ‘Ma Te Whānau Te Huarahi Motuhake: Whānau Participatory ActionResearch groups’, MAI Review 3.
- Moloi, M.Q. and Chetty, M., 2011, ‘Southern and Eastern Africa Consortium for Monitoring Educational Quality. Trends in achievement levels of grade 6 pupils in South Africa’, Policy Brief 1: 1–7.
- Mosimege, M.B., 2000, ‘Research methods in indigenous mathematical knowledge: an example of
- research model based on Indigenous games’, Indilinga-African Journal of Indigenous Knowledge System 2 (1): 11–24.
- Provasnik, K., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S. and Jenkins, F., 2012, ‘Highlights from TIMSS 2011: Mathematics and Science Aclueremot of US. Fourth & eighth grade students in an internal context (NCES 2013-009)’, Natural Centre for Education Statistics. Institute of Education (US), Department of Education, Washington, DC.
- Stinson, D.W and Bullock, E.C., 2012, ‘Critical postmodern theory in mathematics education research: a praxis of uncertainty’, Educational Studies 80: 41–55.
- Su, Yu-Law, Choi, K.V., Lee, W.C., Choi, T. and McAninch, M., 2013, ‘Hierarchical cognitive diagnostic analysis for TIMSS 2003 mathematics’, Centre for Advanced Studies in Measurement and Assessment 35: 1–71.
- Van De Walle, J.A., Karp, K.S., and Bay-Williams, J.M., 2010, Elementary & Middle School Mathematics: Teaching Developmentally, New York, NY: Pearson.
- Van Dijk, T.A., 2001, Discourse, knowledge and ideology: reformulating old questions and proposing some new solutions, Washington, DC: The Washington Post.
- Van Oers, B., 2010, ‘Emergent mathematical thinking in the context of play’, Education Studies in Mathematics 74: 23–37.
- Vilela, D.S., 2010, ‘Discussing a philosophical background for the ethnomathematical program’, Educational Studies in Mathematics 75: 345–58.
- Yang, W-C., Manizade, A.G., 2010, ‘Use of dynamic course core to develop teacher subject matter knowledge of mathematics’, The Electronic Journal of Mathematics and Technology 4 (2): 1933–2823.
- Yosso, T.J., 2002, ‘Toward a critical race curriculum’, Equity & Excellence in Education35 (2): 93–107.
- Yosso, T J., 2005, ‘Whose culture has capital? A capital race theory discussion ofcommunity cultural wealth’, Race Ethnicity and Education 8 (1): 69–91.
Les références
Bungane, P., 2014, ‘The development of implementation strategy for QLTC towards sustainable learning environments’, unpublished PhD thesis, University of the Free State, Bloemfontein.
Bush, W.S., 2005, ‘Improving research on mathematical learning and teaching in rural contexts’, Journal of Research in Rural Education 20 (8): 1–11.
Chilisa, B., 2012, Indigenous Research Methodologies, Thousand Oaks, CA: Sage. Chikodzi, I. and Shumirai, N.S., 2010, Pan African Studies 3 (10). COMPLETE Department of Basic Education, 2011, Curriculum and Assessment Policy Statement,Pretoria.
Department of Basic Education, 2013, Report on the 2013 National Senior Certificate Diagnostic Report, Pretoria.
Department of Basic Education, 2014, Report on the Annual National Assessment of 2014: Grade1 to 6 & 9, Pretoria.
Department of Education, 2003, National Curriculum Statement Grades 10-12 (General): Mathematics, Pretoria.
Ewing, B., 2013, ‘Funds of knowledge of sorting and patterning: networks of exchange in a Torres Strait Island community’, Australian Journal of Indigenous Education 41 (2): 131–38.
Haylock, D., 2010, Mathematics Explained for Primary Teachers, 4ᵗʰ edition.
Thousand Oaks, CA: Sage.
Leonard, J., 2008, Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students, New York, NY: Routledge Taylor & Francis Group.
Lynn, M., 2004, ‘Inserting the “race” into critical pedagogy: an analysis of race-based epistemologies’, Educational Philosophy of Theory 36 (2): 153–64.
Maharaj, A., Brijlal, D. and Molebale, J., 2007, ‘Teachers’ views of practical work in the teaching of fractions, a case study’, South African Journal of Education27: 597–612.
McGregor, S.L.T. and Murnane, J.A., 2010, ‘Paradigm, methodology and method: intellectual integrity
in consumer scholarship’, International Consumer Studies 34 (4): 419–27.
Moana, E., 2010, ‘Ma Te Whānau Te Huarahi Motuhake: Whānau Participatory ActionResearch groups’, MAI Review 3.
Moloi, M.Q. and Chetty, M., 2011, ‘Southern and Eastern Africa Consortium for Monitoring Educational Quality. Trends in achievement levels of grade 6 pupils in South Africa’, Policy Brief 1: 1–7.
Mosimege, M.B., 2000, ‘Research methods in indigenous mathematical knowledge: an example of
research model based on Indigenous games’, Indilinga-African Journal of Indigenous Knowledge System 2 (1): 11–24.
Provasnik, K., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S. and Jenkins, F., 2012, ‘Highlights from TIMSS 2011: Mathematics and Science Aclueremot of US. Fourth & eighth grade students in an internal context (NCES 2013-009)’, Natural Centre for Education Statistics. Institute of Education (US), Department of Education, Washington, DC.
Stinson, D.W and Bullock, E.C., 2012, ‘Critical postmodern theory in mathematics education research: a praxis of uncertainty’, Educational Studies 80: 41–55.
Su, Yu-Law, Choi, K.V., Lee, W.C., Choi, T. and McAninch, M., 2013, ‘Hierarchical cognitive diagnostic analysis for TIMSS 2003 mathematics’, Centre for Advanced Studies in Measurement and Assessment 35: 1–71.
Van De Walle, J.A., Karp, K.S., and Bay-Williams, J.M., 2010, Elementary & Middle School Mathematics: Teaching Developmentally, New York, NY: Pearson.
Van Dijk, T.A., 2001, Discourse, knowledge and ideology: reformulating old questions and proposing some new solutions, Washington, DC: The Washington Post.
Van Oers, B., 2010, ‘Emergent mathematical thinking in the context of play’, Education Studies in Mathematics 74: 23–37.
Vilela, D.S., 2010, ‘Discussing a philosophical background for the ethnomathematical program’, Educational Studies in Mathematics 75: 345–58.
Yang, W-C., Manizade, A.G., 2010, ‘Use of dynamic course core to develop teacher subject matter knowledge of mathematics’, The Electronic Journal of Mathematics and Technology 4 (2): 1933–2823.
Yosso, T.J., 2002, ‘Toward a critical race curriculum’, Equity & Excellence in Education35 (2): 93–107.
Yosso, T J., 2005, ‘Whose culture has capital? A capital race theory discussion ofcommunity cultural wealth’, Race Ethnicity and Education 8 (1): 69–91.