2 - Using Indigenous Games to Teach Problem-solving in Mathematics in Rural Learning Ecologies
Journal of Higher Education in Africa,
Vol. 13 No. 1-2 (2015): Journal of Higher Education in Africa: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing
Abstract
This article explores the use of morabaraba, a board game, as an example of indigenous games to teach problem-solving in mathematics. This approach is part of a rural learning ecology informed by the theory of community cultural wealth that posits community members as experts and empowers communities to find their own solutions to local issues. It is based on the existence of knowledge which learners possess but is not used in the teach- ing and learning of mathematics; there is no deficiency in the marginalized knowledge of the excluded people (Yosso 2005: 79). The author tapped into the marginalized knowledge of subaltern communities to teach problem- solving using participatory action research in generating data, hence the involvement of community members (parents, traditional leaders), education experts (teachers, mathematics subject advisors, lecturers from institutions of higher learning) and learners themselves. The primary data was generated using a tape-recorder and video camera, analysed using Van Dijk’s (2001) critical discourse analysis to identify instances of ‘discursive injustices’ in text and talk, and to acquire deeper meanings of the text. It signifies a form of resistance to unethical and unjust social power relations.
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- Bungane, P., 2014, ‘The development of implementation strategy for QLTC towards sustainable learning environments’, unpublished PhD thesis, University of the Free State, Bloemfontein.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.
References
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.