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

Integration of ethnomathematics in the teaching of probability in secondary school mathematics in Zimbabwe Turugari, Munamato The main purpose of this study was to develop a policy framework for facilitating the integration of ethno-mathematics in secondary school mathematics in the teaching of probability in Zimbabwe. The study focused on the following objectives: it sought to identify the mathematics teachers’ difficulties in integrating ethno-mathematics in the secondary school mathematics when teaching probability, explore the rural Shona learners’ out of school mathematical practices that can be integrated in the teaching of probability, explore the integration of ethno-mathematics in the form of the rural Shona learners’ out of school activities in the teaching of probability, and to determine the impact of integration of ethno-mathematics in the secondary school mathematics in the teaching of probability in the secondary school. Literature review revealed that studies on integration of ethnomathematics which were carried out in Zimbabwe focused on mathematising the cultural activities without guiding the mathematics teachers on how to integrate them in the mathematics classroom. The study was underpinned by the Social Constructivist Theory and the postmodern philosophy. The study used participatory action research [PAR] as a research design. Three mathematics teachers teaching at a rural secondary school in Zimbabwe together with their Form three learners were purposely selected to participate in this study. At the beginning of the PAR the participants wrote narratives about themselves regarding their teaching experiences as some aspects regarding teaching and learning of mathematics. Also, data was collected using semi-structured interviews at the beginning and at the end of the study as well as using lesson observation. After every lesson a post lesson reflection interview was conducted with the participants. The gathered data was qualitative in nature, was transcribed and coded for emerging themes. The study developed an ethnomathematics instructional model which I conclude that when implemented properly improves mathematics teachers’ ability to integrate ethnomathematics in the teaching of probability. The findings in this study highlight the significance of implementing the ethnomathematics instructional model in this study in schools. It is also advisable to undertake further studies to find out how the ethnomathematics instruction model can be used in other topics in mathematics.