| dc.description.abstract | This study is based on the Exploration of the Games of Malepa and Morabaraba in South African Secondary School Mathematics Education . It explores culturally specific games through a qualitative research methodology that uses participant observation, and a teaching experiment. In this ethnomathematical study, participant observation was used as it enabled me to become part of each classroom in each school. The introduction of culturally specific games made it necessary to use the teaching experiment form as it allowed me to observe the effects of introducing such games into the mathematics classrooms. The study was carried out in six schools, three from each of the two provinces in South Africa, the North West and the Northern Provinces. The schools were selected such that they would be able to, as far as possible, reflect the cultural specificity of the games, both in terms of the schools' location and in terms of the learners at the schools. Interviews of community members, principals, teachers, and learners were done to probe deeper their understanding of culturally specific games and the effect of cultural activities in general on mathematical understanding. A variety of activities were used in the classroom to find out how the games can find use. The classroom activities allowed the learners to interact in the form of free play and designed worksheets on some of the games. The activities also enabled knowledgeable learners in the games to share their knowledge with other learners. The relations between culture and mathematics and between games and mathematics education are discussed to locate the culturally specific games. The relations between culture and mathematics lead to an ethnomathematical approach in which culture and its features play a significant role. The study makes a distinction between mathematical games and familiar games which may be analysed to show a variety of associated mathematical concepts. Some examples of analysis of other kinds of games are given, showing how these have been analysed to reveal related mathematical concepts. An analytical Framework is developed to help in the analysis of the games and show how these may make the use of culturally specific games in mathematics classrooms more meaningful. The six constructs of the analytical Framework reveal the critical roles that learners and teachers need to play when culturally specific games are used.
Through the research methodologies both inside and outside the mathematics classroom, the study shows that the list of games that is usually referred to when games are used is incomplete. The list should include culturally specific games, which most of the learners are familiar with and have actively played . The study also shows that culturally specific games can find meaningful use in secondary mathematics classrooms. However, this use needs to consider the historical, the social, and the cultural meaning of the games as these give a complete picture about the games and even correct some of the misconceptions and misunderstanding that may arise through the use of such games. | en_US |
