Research Article

Ethnomathematics in Kafa, Ethiopia: Number Sense and its Level of Inclusion in School Curriculum

Desta Geneme Gebre 1 * , Solomon Areaya Kassa 1 , Kassa Michael Wodeyesus 1
More Detail
1 Addis Ababa University, ETHIOPIA* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 5(3), October 2021, 41-50, https://doi.org/10.30935/mjosbr/11291
Submitted: 30 June 2021, Published: 21 October 2021
OPEN ACCESS   1842 Views   1060 Downloads
Download Full Text (PDF)

ABSTRACT

The purpose of this study was to find out the indigenous number and number sense of people in Kafa and to explore its level of integration to school curriculum. To this end, the study followed a qualitative research method which utilized ethnographic case study (embedded) design. Data were collected from 22 key participants through interview, observation, and focus group discussion. In addition, content analysis was used to investigate the level of integration of number and number sense to school curriculum. Accordingly, the study found that base six (maqoo) and base sixty (uddoo) counting systems, fractions and measurement related mathematical systems are found embedded in Kafa agricultural setting. The study further found that indigenous number and number sense of Kafa people were partially integrated in school curriculum. The implication of the finding is that there is a need to improve the existing school curriculum in a way it covers indigenous number and number sense of the people in Kafa.
Keywords: indigenous counting, indigenous number, people of Kafa, ethnomathematics, integration

CITATION (APA)

Gebre, D. G., Kassa, S. A., & Wodeyesus, K. M. (2021). Ethnomathematics in Kafa, Ethiopia: Number Sense and its Level of Inclusion in School Curriculum. Mediterranean Journal of Social & Behavioral Research, 5(3), 41-50. https://doi.org/10.30935/mjosbr/11291

REFERENCES

  1. Adam, S., Alangui, W., & Barton, B. (2003). A comment on: Rowlands & Carson “Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review”. Educational Studies in Mathematics, 52, 327-335. https://doi.org/10.1023/A:1024308220169
  2. Alberta Education (2007). Primary programs framework-curriculum integration: Making connections. Alberta.
  3. Amit, M., & Qouder, F. A. (2017). Weaving culture and mathematics in the classroom: The case of bedouin ethnomathematics. In Ethnomathematics and its Diverse Approaches for Mathematics Education (pp. 23-50). Springer, Cham. https://doi.org/10.1007/978-3-319-59220-6_2
  4. Arcavi A. (2003). Everyday and academic mathematics in the classroom. Journal for Research in Mathematics Education, 11, 12-29. https://doi.org/10.2307/749962
  5. Areaya, S. (2008). Policy formulation curriculum development and implantation in Ethiopia: The book center, Addis Ababa.
  6. Ascher, M., & Ascher, R. (1997). Ethnomathematics. In A. B. Powell, & M. Frankenstein (Eds.), Ethnomathematics: Challenging eurocentrism in mathematics education (pp. 25-50). State University of New York Press, Albany.
  7. Ayalew, Y., & Areaya, S. (2021). Sociocultural mathematics in Ethiopia: A glocal view of Dire Dawa context. Journal of Mathematics and Culture, 15(3), 66-85.
  8. Baratto, S., Bergman, B., & Hutchison, D. (2009). Hutchison’s basic mathematical skill with geometry (8th ed.). McGraw-Hill Campanies.
  9. Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179-191. https://doi.org/10.1007/BF00751231
  10. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
  11. D’Ambrosio, U. (1985). Association ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44-48.
  12. D’Ambrosio, U. (1990). The role of mathematics education in building a democratic and just society. For the Learning of Mathematics, 10 (3), 20-23.
  13. Davison, D. M., Miller, K. W., & Metheny, D. L. (1995). What does integration of science and mathematics really mean?. School Science and Mathematics, 95(5), 226-230. https://doi.org/10.1111/j.1949-8594.1995.tb15771.x
  14. Eleni, T. (1992). Indigenous African education as a means for understanding the fullness of life: Amara traditional education. Journal of Black Studies, 23(1), 7-26. https://doi.org/10.1177/002193479202300102
  15. Ernest, P. (1991). The philosophy of mathematics education. Routledge Falmer.
  16. Faris, S. B. (2012). Restoring local spiritual and cultural values in science education: The case of Ethiopia (Doctoral dissertation), University of Toronto. https://tspace.library.utoronto.ca/bitstream/1807/33991/1/Faris_Solomon_B_201211_PhD_thesis.pdf
  17. Fatima, R. (2014). Role of mathematics in the development of society. National Meet on Celebration of National Year of Mathematics, 20(2), 20-22.
  18. Finkelstein, L. (2014). Fundamental concepts of measurement. ACTA IMEKO, 3(1), 10-15. https://doi.org/10.21014/acta_imeko.v3i1.191
  19. Fischer, R. (1993). Mathematics as a means and as a system. In S. Restivo, J. P. van Bendegem, & R. Fischer (Eds.), Math worlds: Philosophical and social studies of mathematics and mathematics education (pp. 113-133). State University of New York Press.
  20. Fitzsimons, G. E. (2002). What Counts as Mathematics? Technologies of Power in Adult and Vocational Education. Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47683-5
  21. Gwekwerere, Y. (2016). Schooling and the African Child. In African indigenous knowledge and the sciences (pp. 33-46). SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-515-9_3
  22. Hailu N. W. (2016). Ethnomathematics in Ethiopia: Futile or fertile for mathematics education? Momona Ethiopian Journal of Science, 8(2), 146-167. https://doi.org/10.4314/mejs.v8i2.4
  23. Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
  24. Kaino, L. (2013). Traditional knowledge in curricula designs: Embracing indigenous mathematics in classroom instruction. Studies of Tribes and Tribals, 11(1), 83-88. https://doi.org/10.1080/0972639X.2013.11886669
  25. Kelly, A. V. (2004). The curriculum: Theory and practice. Sage Publications.
  26. Landon, C. R. (1993). American Indian mathematics traditions and contributions. Portland Public Schools Geocultural Baseline Essay Series.
  27. Loepp, F. L. (1999). Models of curriculum integration. The Journal of Technology Studies, 25(2), 21-25. https://doi.org/10.21061/jots.v25i2.a.6
  28. Magni, G. (2017). Indigenous knowledge and implications for the sustainable development agenda. European Journal of Education, 52(4), 437-447. https://doi.org/10.1111/ejed.12238
  29. Menon, U. (2013). Mathematisation-vertical and horizontal. In Fifth International Conference to Review Research on Science, Technology and Mathematics Education (epiSTEME 5) (pp. 260-267).
  30. MOE (2002). The education and training policy and its implementation. Addis Ababa: Ministry of Education.
  31. MOE (2014). Active learning in mathematics and science learning (Grade 7 and 8). Addis Ababa: Ministry of Education.
  32. MoE, ESC (2018). Ethiopian education development road map (2018 – 2030). An integrated executive summary. Addis Ababa: Ministry of Education.
  33. Mogari, L. D. (2014). A global perspective of mathematics teaching: implications for South Africa. http://hdl.handle.net/10500/19003
  34. Mosimege, M. (2017). Mathematical concepts from community elders: exploring the connection between ethnomathematical contexts and classroom practices. ETD-Educação Temática Digital, 19(3), 667-686. https://doi.org/10.20396/etd.v19i3.8648368
  35. Munro, S. L. (2017). Curriculum Integration: Magnifying the teacher experience with curriculum integration (Master’s thesis), University of Sydney.
  36. Nair, S. B., & Tefera A. (2017). Indigenous knowledge in Ethiopian school curriculum. Review of Social Sciences, 18(2), 89-95.
  37. Nsamenang, A. B., & Tchombe, T. M. S (2011). Hand book of educational theories and practices: A generative teacher education curriculum. Human Development Resource Centre (HDRC), Bamenda, North West Region (Cameroon). http//: www.thehdrc.org
  38. Nunes, T. (1992). Ethnomathematics and everyday cognition. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 557-574). New York, Macmillan.
  39. Oliva, F. P. (2005). Developing the curriculum (6th ed.). Pearson Education Inc.
  40. Olivastro, D. (1993). Ancient puzzles: Classic brainteasers and other timeless mathematical games of the last ten centuries. Bantan Books.
  41. Orey, D. C., & Rosa, M. (2006). Ethnomathematics: Cultural assertions and challenges towards pedagogical action. Journal of Mathematics and Culture, 1(1), 57-78.
  42. Orey, D. C., & Rosa, M. (2011). Ethnomathematics: The cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2), 32-54.
  43. Orey, D. C., & Rosa, M. (2014). The borrowers: Using transportation, addresses, and paralelepípedos to prompt creativity using ethnomodeling. In S. Careira, M. Amado, K. Jones, & H. Jacinto (Eds.), Proceedings of the Problem@Web International Conference: Technology, creativity and affect in mathematical problem solving (pp. 168-178). Universidde do Algarve.
  44. Orey, D., & Rosa, M. (2004). Ethnomathematics and the teaching and learning mathematics from a multicultural perspective. In F. Favilli (Ed.), Ethnomathematics and mathematics education: Proceedings of the 10th international congress of mathematics education, Copenhagen (pp. 139-148).
  45. Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum foundations, principles and issues (7th ed.). Pearson Education Limited.
  46. Paulos, M. (1976). Traditional institutions and traditional elites: The role of education in the Ethiopian body-politic. African Studies Review, 19(3), 79-93. https://doi.org/10.2307/523876
  47. Phiri, A. D. K. (2008). Exploring the integration of indigenous science in the primary school science curriculumin Malawi (Doctoral dissertation), Virginia Polytechnic and State University, Blacksburg, Virginia.
  48. Pinar, W. F. (2004). What is curriculum theory?. Louisiana state University: Lawrence Erlbaum Associations, Inc.
  49. Reddu, H. (2015). Everyday mathematics in Ethiopia: The case of the Khimra people (PhD thesis), Department of Science and Mathematics Education, Addis Ababa University, Ethiopia.
  50. Ronah, J. C. (2017). Indigenous knowledge in the school curriculum: teacher educator’s perceptions of place and position (Master’s thesis), Nelson Mandela University, Port Elizabeth, South Africa.
  51. Rossman, G., & Rallis, S. (2012). Learning in the field (3rd ed.). Sage Publications Inc.
  52. Schumacher, D. H. (1995). Five levels of curriculum integration defined, refined, and described. Research in Middle Level Education, 18(3), 73-94. https://doi.org/10.1080/10825541.1995.11670055
  53. Seehawer, M. (2018). South African science teachers’ strategies for integrating indigenous and western knowledges in their classes: Practical lessons in decolonisation. Educational Research for Social Science, 7, 91-110. https://doi.org/10.17159/2221-4070/2018/v7i0a7
  54. Shizha, E. (2014). Integrating knowledge system and the curriculum. In G. Emeagwali, & G. J. S. Dei (Eds.), African indigenous knowledge and the disciplines (pp. 113-129). Sense Publishers. https://doi.org/10.1007/978-94-6209-770-4_11
  55. Sriraman B., & English L. (2010). Theories of mathematics education: Seeking new frontiers. Springer-Verlag. https://doi.org/10.1007/978-3-642-00742-2
  56. Tesfamichael, S. A., Nakkeen, A. H., Tumbo, T., & Grey, P. (2021). Curriculum implications of using ethnomathematics to promote student learning in Ethiopia. Journal of Mathematics and Culture, 15(3), 86-123.
  57. TGE (1994). The education and training Policy EEP 86. Addis Ababa, Ethiopia.
  58. Webb, P. (2013). Xhosa indigenous knowledge: Stakeholder awareness, value and choice. International Journal of Science and Mathematics Education, 11, 89-110. https://doi.org/10.1007/s10763-012-9370-z
  59. Yin, R. (2011). Qualitative research from start to finish. The Guilford Press.