ETHNOMATHEMATICS STUDY APPROACH IN DEMYSTIFYINGTEACHING AND LEARNING OF MATHEMATICS IN PUBLIC SECONDARY SCHOOL OF KATHONZWENI SUB-COUNTY IN MAKUENI COUNTY KENYA
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Date
2024-08
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
This study investigated on the implementation of the Ethnomathematics study approach in the teaching and learning of mathematics in the public secondary schools of Kathonzweni Sub County of Makueni County in Kenya. The purpose of the study was to examine and determine whether this concept of Ethnomathematics is being implemented by school management and teachers for the benefit of the learning of students. The study was guided by five research
questions: What is the level of understanding and awareness of the concept of Ethnomathematics study approach in secondary schools of Kathonzweni Sub-County in Kenya? What are the strategies put in place by school management to enhance implementation of Ethnomathematics study approach in secondary schools? How adequate is the teacher involvement in the use of Ethnomathematics study approach in the teaching and learning in secondary schools of
Kathonzweni Sub-County? What are the challenges facing the implementation of Ethnomathematics study approach in secondary schools? What measures can be put in place to enhance the implementation of Ethnomathematics study approach in secondary schools of the Sub-County? A Convergent parallel mixed methods research design was used to conduct the study. It targeted public secondary schools, principals, teachers, students and education Officials. Probability and non-probability sampling techniques were used to select the sample participants to participate in the study. Data was collected using questionnaires for different respondents, interview guides and a document analysis guide were used. Data was analyzed using both quantitative and qualitative techniques. Descriptive and inferential statistics were used to analyze quantitative data while content analysis was used to analyze qualitative data. The study findings
show that; there was a moderate level of understanding and awareness of the concept of Ethnomathematics study approach in secondary schools. There are strategies put in place by school management to enhance implementation of Ethnomathematics study approach in the secondary schools and the teacher involvement in the use of Ethnomathematics study approach in the teaching and learning in secondary schools is inadequate and various challenges facing the
implementation of Ethnomathematics study approach in secondary schools of the Sub-County. Various measures that can be put in place to enhance the implementation of Ethnomathematics study approach. In terms of hypothesis testing there was a positive relationship between the teacher qualification and the teaching using Ethnomathematics approach. There is also a positive relationship between the teachers work experience and the use of Ethnomathematics teaching
approach in secondary schools. The study concludes that the level of knowledge and awareness, strategies put in place to implement the study approach. The study recommends that, the level of knowledge and awareness should be enhanced, strategies put in place to implement the study approach should also be enhanced and strengthened, teacher involvement should be redesigned, the challenges and the measures to be put in place to improve on the implementation of the approach should be addressed through the various ways.
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Keywords
Culturally relevant pedagogy, Indigenous knowledge systems, Learner engagement, Conceptual understanding, Teaching strategies