Teachers' Perceptions of Challenges in Integrating Ethnomathematics into Geometry Teaching in Secondary Schools in Port Harcourt Metropolis, Nigeria
DOI:
https://doi.org/10.63561/fnas-jmse.v7i3.1166Keywords:
Challenges, Integration, Ethnomathematics, Geometry, TeachersAbstract
The study adopted a descriptive survey research design. The target population of the study consisted of all mathematics teachers in secondary schools within the Port Harcourt metropolis. A stratified random sampling technique was used to determine the sample size. The stratum was based on mathematics teachers in public and private schools. Using the Krejcie and Morgan formula a sample size of 217 was obtained. Data were collected using a researcher-developed questionnaire titled Geometrical Challenges of Integrating Ethnomathematics (GCIE). The Cronbach Alpha Coefficient yielded a reliability of 0.76. Data were analyzed using mean and standard deviation. Findings revealed that for both public and private school the current geometry curriculum provides limited support for the integration of ethnomathematics in classroom teaching. Teachers’ pedagogical content knowledge was found to influence the integration process, although gaps exist in training and lesson design skills. The study further revealed that policy and governance strategies have a very high potential to address the challenges of integrating ethnomathematics into geometry teaching. The study concludes that effective integration of ethnomathematics into geometry requires curriculum enhancement, improved teacher capacity building, and strong policy support. Therefore, the study recommendations that Education policy makers and government agencies should develop and implement clear policies that support the integration of ethnomathematics into geometry teaching
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