期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：9
页码：1-15
DOI：10.29333/ejmste/108457
出版社：Pamukkale Univ Dept Sci Education
摘要：Geometry and culture are interrelated, making school geometry closely connected to
the environment as well as culture in which it is taught. With regard to this
connectedness, the Zimbabwean mathematics syllabus indicates that geometry should
be connected to the learners’ environment and culture. This article explores teacherrelated
challenges to the integration of ethnomathematics approaches into the
teaching of geometry. Findings are based on feedback received from questionnaires
and focus-group discussions in which 40 in-service mathematics teachers expressed
their views on the challenges that affect the integration of ethnomathematics
approaches into the teaching of geometry. Major challenges included lack of
knowledge on ethnomathematics approaches and how to integrate these approaches
into the teaching of geometry; teachers’ lack of geometry content knowledge, teachers’
views of geometry taught in schools, teachers’ competence in teaching geometry,
teaching and professional experience as well as resistance to change by teachers. The
study recommends that teacher training institutions need to redesign their curricula to
include ethnomathematics approaches and that there is need for in-service training on
ethnomathematics approaches.
