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Ethnomathematics: The use of cultural games in mathematics in the early grades: A South African case study

Author

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  • Roy Venketsamy

    (University of KwaZulu-Natal, South Africa)

Abstract

This qualitative study explored teachers' views on using ethnomathematics in the Foundation Phase, especially through cultural games. The study was conducted in a semi-rural school in Gauteng province with six Foundation Phase teachers. Data were collected through written responses and online interviews. Findings revealed that teachers had little understanding of 'ethnomathematics' but used games for teaching and learning. Cultural games improved learners' mathematics knowledge, skills, and understanding. Teachers recommended further training and development in the use and design of cultural games.

Suggested Citation

  • Roy Venketsamy, 2024. "Ethnomathematics: The use of cultural games in mathematics in the early grades: A South African case study," Social Sciences and Education Research Review, Department of Communication, Journalism and Education Sciences, University of Craiova, vol. 11(2), pages 189-196, December.
    • Handle: RePEc:edt:jsserr:v:11:y:2024:i:2:p:189-196
    DOI: 10.5281/zenodo.15258296
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    More about this item

    Keywords

    ethnomathematics; cultural identity; cultural games; foundation phase teachers; South Africa;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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