Empowering Mathematical Minds through Indigenous Pedagogies in Teaching Mathematics in Southern Province, Zambia

This research study explored the critical task of enhancing mathematics education in Zambia’s Southern Province by incorporating indigenous perspectives and methodologies into the pedagogical framework. Its primary objective was to explore innovative strategies for infusing indigenous knowledge, values, and ways of knowing into mathematics education, thereby addressing the persistent challenge of engaging students effectively within their cultural contexts. To achieve this objective, the study employed a research framework that combines critical realism and pragmatism, utilizing a Mixed Methods Sequential Explanatory Design with 343 participants from diverse stakeholder groups. The quantitative sample comprises 326 individuals, including 55 mathematics teachers and 271 Grade 12 pupils, while the qualitative sample consists of 17 participants, including community members, representatives from the District Education Board Secretary’s office, and school administrators. Data collection methods encompass questionnaire surveys, interviews, focus group discussions, classroom observations, and document analysis, with data analysis employing descriptive statistical tools such as mean, standard deviation, and frequency distributions. A pilot study was conducted to validate research instruments, with instrument reliability assessed using Cronbach’s Alpha. The study’s findings proposed several potential pathways to indigenize mathematics education in Kalomo District. One approach involves making mathematics culturally relevant by integrating local cultural practices, traditions, storytelling, dances, music, and games into the curriculum. This connection aims to bridge mathematical concepts with students’ lived experiences and cultural backgrounds. Another avenue explored was the adoption of culturally relevant pedagogies, aligning with the idea of connecting education to students’ cultural contexts to enhance engagement and meaningful learning. The research also underscored the potential of place-based mathematics education, utilizing local contexts and environments, including stories, traditions, and practices, to teach mathematical concepts and skills. This approach fosters a sense of pride in students’ cultural heritage. Furthermore, integrating indigenous knowledge enriches mainstream mathematical education and promotes a holistic understanding of mathematics. The study emphasized the importance of mathematizing everyday life, emphasizing the need to connect mathematical concepts to real-world situations. Additionally, the research discussed the decolonization of mathematics education and the incorporation of Western Mathematics into Indigenous Knowledge to create a more equitable and culturally responsive curriculum. It highlighted the value of using local storytelling, dances, music, and indigenous games as educational tools to enhance engagement, problem-solving skills, and practical application of mathematical concepts. Moreover, involving the community in mathematics education promotes collaborative learning and a supportive educational ecosystem. The study highlighted the importance of using local languages in mathematics education, as it significantly enhances students’ understanding of mathematical concepts and academic performance. The absence of explicit policy support for the inclusion of local knowledge and perspectives in mathematics education underscores the need for policy changes and institutional initiatives. The study emphasizes the necessity of modifying the mathematics curriculum to reflect indigenous knowledge and cultural elements, aligning with the concept of culturally relevant curriculum design. It also underscored the role of professional development and teacher training in equipping educators to create culturally responsive and inclusive learning environments. In conclusion, this research offers a comprehensive exploration of the integration of indigenous perspectives into mathematics education, providing valuable insights and recommendations for enhancing the educational experience of students in the Southern Province of Zambia.