Surveying technologies for integrating indigenous knowledge systems in mathematics teaching in South Africa: Potentials and challenges

Abstract

The article is based on a study that surveyed pre-existing initiatives that integrate indigenous knowledge systems (IKS) in mathematics education in Durban, South Africa. In the exploratory case study, the researchers examined the existing modern and traditional technologies that are used in teaching mathematics by pre-service and in-service teachers enrolled in teacher certification programs at a high-tech university in the South African KwaZulu-Natal province. The overall goal of the study was to explore the feasibility of potential prospects to infuse traditional technologies and IKS in middle and high school mathematics education. A sample of 39 teachers responded to a 23-item online survey that examined the technological, pedagogical, and content knowledge of teachers completing their teaching degree and their predispositions regarding the integration of IKS. Juxtaposed between traditional/indigenous technologies and modern/digital tools and resources, findings of the study revealed a number of constraints that preclude preservice and in-service teachers from incorporating IKS in teaching mathematics.

Keywords: Indigenous knowledge systems, mathematics teaching and learning, indigenous technologies, curriculum reform.