EFFECTS OF TEACHERS' USE ETHNOMATHEMATICS APPROACH IN TEACHING MATHEMATICS

Author:
Alhassan Abubakari Sadik, Daniel Gbormittoh, Fuseini Abdul-Ganiyu

Doi: 10.26480/eldn.02.2024.91.95

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

This study looked at senior high school mathematics teachers’ use of ethnomathematics approach in teaching mathematics. The study’s theory is based on Lev Vygotsky’s notion of social constructivism. The study followed the positivist philosophical paradigm and took a quantitative research approach. The investigation was conducted using a cross-sectional survey design. The study used a sample size of 140 mathematics teachers. Independent sample t-test was used to analyzed the data. The study’s findings revealed that both male and female mathematics teachers use ethnomathematics approaches in teaching mathematics. Based on the findings, it was advised that the government should provide teachers with professional development opportunities to better their understanding of ethnomathematics and its implications for teaching and learning.

Pages 91-95
Year 2024
Issue 2
Volume 2