EXPLORING THE INTEGRATION OF INDIGENOUS KNOWLEDGE INTO MIDDLE SCHOOL MATHEMATICS TEXTBOOKS: A CULTURALLY RELEVANT PEDAGOGY APPROACH
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educationRecord type:
paper
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Tad
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Abstract
This study focuses on the coverage and the nature of the inclusion of Indigenous Knowledge (IK) in Grade 7 and Grade 8 mathematics textbooks used in schools in the Addis Ababa City Administration Education Bureau, Ethiopia, through the lenses of both Culturally Relevant Pedagogy (CRP) and ethnomathematics. To address the continued irrelevance of the mathematics curriculum to the varied cultural backgrounds of Ethiopia, the study adopted a sequential mixed-method design, which involved content analysis of textbooks, surveys, and semi-structured interviews. The researchers used purposive and stratified sampling methods to select 98 middle school mathematics teachers, textbook writers, and purposely selected educators. The descriptive statistics was used to analyze quantitative data and thematic analysis was used to analyze qualitative data in order to complement and explain the quantitative results. It was revealed that the level of Indigenous Knowledge integration in the textbooks under analysis is low and rather superficial. IK is primarily found in peripheral application situations as opposed to being embedded in core mathematical notions. The quantitative data indicate that the general level of IK integration (2.09 out of 5) and the perceived challenges (4.04 out of 5) are high. Qualitative results also show systematic obstacles of the form of inadequate training of teachers, unavailability of culturally oriented instructional resources, and the prevalence of a Western-based curricular orientation. The research finds that despite the promising opportunities that Indigenous Knowledge has in terms of making mathematics more culturally relevant and engaging students, the inclusion of Indigenous Knowledge is superficial at the moment. The research suggests the review of the curriculum based on CRP and ethnomathematics, teaching professional development, and enhanced partnership with Indigenous communities. Such actions play a vital role in creating an academically rigorous, culturally responsive and inclusive mathematics curriculum in Ethiopia.
Keywords: Indigenous Knowledge (IK), integration, Culturally Relevant Pedagogy (CRP), ethnomathematics, superficial inclusion of IK, systemic barriers
This study focuses on the coverage and the nature of the inclusion of Indigenous Knowledge (IK) in Grade 7 and Grade 8 mathematics textbooks used in schools in the Addis Ababa City Administration Education Bureau, Ethiopia, through the lenses of both Culturally Relevant Pedagogy (CRP) and ethnomathematics. To address the continued irrelevance of the mathematics curriculum to the varied cultural backgrounds of Ethiopia, the study adopted a sequential mixed-method design, which involved content analysis of textbooks, surveys, and semi-structured interviews. The researchers used purposive and stratified sampling methods to select 98 middle school mathematics teachers, textbook writers, and purposely selected educators. The descriptive statistics was used to analyze quantitative data and thematic analysis was used to analyze qualitative data in order to complement and explain the quantitative results. It was revealed that the level of Indigenous Knowledge integration in the textbooks under analysis is low and rather superficial. IK is primarily found in peripheral application situations as opposed to being embedded in core mathematical notions. The quantitative data indicate that the general level of IK integration (2.09 out of 5) and the perceived challenges (4.04 out of 5) are high. Qualitative results also show systematic obstacles of the form of inadequate training of teachers, unavailability of culturally oriented instructional resources, and the prevalence of a Western-based curricular orientation. The research finds that despite the promising opportunities that Indigenous Knowledge has in terms of making mathematics more culturally relevant and engaging students, the inclusion of Indigenous Knowledge is superficial at the moment. The research suggests the review of the curriculum based on CRP and ethnomathematics, teaching professional development, and enhanced partnership with Indigenous communities. Such actions play a vital role in creating an academically rigorous, culturally responsive and inclusive mathematics curriculum in Ethiopia.
Keywords: Indigenous Knowledge (IK), integration, Culturally Relevant Pedagogy (CRP), ethnomathematics, superficial inclusion of IK, systemic barriers
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