Cultural activity, mathematics, and classroom instruction: Taping local knowledge resources to enhance learning

Abstract

Current renewed interest in the epistemological, socio-cultural, and educational
aspects of indigenous knowledge systems (IKSs) has also had some impact on
research and practice in the area of mathematics education. Located in the
intersection of culture, mathematics, and classroom learning, this position article
proposes that the socio-cultural activities of a cultural group can offer potentially
rich contexts for developing mathematical ideas. Ways of exploiting that richness
for classroom instructional purposes within the relevant cultural setting are then
explored. A framework for mathematizing such ethno-activity based contexts that
could guide mathematics teachers wishing to use this resource is presented. The
framework has three phases, namely, conceptual analysis of a relevant syllabus
topic/concept, horizontal mathematization of an appropriate cultural activity, and
vertical mathematization based on the second phase. The processes and expected
outcomes in each phase are discussed in the article.

South African Journal of Higher Education Vol. 20(4) 2006: pp.478-487