Incorporating the indigenous game of morabaraba in the learning of mathematics

For many years, education in South Africa has been based mainly on western values. This has contributed to the fact that many learners from disadvantaged backgrounds cannot see the connection between the education they receive at school and their everyday experiences. This may well have contributed to the high failure rate amongst mathematics learners as well as the perceived difficulty of mathematics. It is believed that indigenous knowledge, in general, can be used to promote the teaching of mathematics in multicultural classes. We report on an enquiry into the use of the indigenous game of morabaraba in the mathematics class. Various mathematical concepts have been identified from the game. It was found that learners enjoy playing the game, and that it can be used in the mathematics classroom to promote the learning of mathematics. It was also found that the use of this game promotes spontaneous interaction amongst learners as they communicate their activities to fellow participants. The enjoyment of the game was found not to be restricted to a specific cultural group, which suggests that it can be used in a multicultural setting

Learners' experiences and knowledge in indigenous activities: opportunities for the mathematics classrooms

Learners bring a variety of experiences and knowledge to mathematics classrooms. These experiences and knowledge are shaped by and contributed by, among others, socio-cultural environments and in which they live and interact with other members of the community. This paper reflects on their experiences on an indigenous game called Malepa (String Figure Gates). First, the game is mathematically analysed to reveal the various mathematical concepts that are embedded in it and then followed by a demonstration of String Figure Gate Two by a number of learners. These demonstrations are analysed to determine how this knowledge can be used to enhance the teaching and learning of related mathematical concepts.

Learners’ Experiences and Knowledge in Indigenous Activities: Opportunities for the Mathematics Classrooms

Learners bring a variety of experiences and knowledge to mathematics classrooms. These experiences and knowledge are shaped by and contributed by, among others, socio-cultural environments and in which they live and interact with other members of the community. This paper reflects on their experiences on an indigenous game called Malepa (String Figure Gates). First, the game is mathematically analysed to reveal the various mathematical concepts that are embedded in it and then followed by a demonstration of String Figure Gate Two by a number of learners. These demonstrations are analysed to determine how this knowledge can be used to enhance the teaching and learning of related mathematical concepts.

Multiple technologies in rural contexts: lessons from school environments in Eastern Cape province

Commissioned by the Monitoring, Evaluation, Reflection and Learning (MERL) Research Project, MarchThis report presents the key findings, and recommendations of the MERL Working Group for the Tech4RED following rigorous fieldwork between 2013 and 2015 and intense engagement with relevant stakeholders. Specifically, this report focuses on the issues which need to be considered when (a) introducing context-appropriate multiple interventions in rural contexts; (b) assessing the impact of technology and developing evidence-based strategies for technology integration that contributes to teaching and learning gains. Also provided in this report are specific recommendations for further research and replication of the initiative in similar contexts