Abstract
This study sought to explore ethnomathematics concepts that exist in the culture of the Yakurr people of Cross River State of Nigeria. It also aimed at determining the applicability of ethnomethematics concepts in conjunction with conventional methods in teaching geometry in junior secondary school one (JSS1). Three research questions and one null hypothesis were used to guide the study. The study employed survey and specifically, pretest, posttest, and non-equivalent control group (quasi-experimental) designs. The samples used for the study comprised 120 unschooled Lokaa speaking adults; and 304 junior secondary school one (JSS1) students. Two instruments: Ethnomathematics concepts Questionnaire (ECQ) and Geometry Achievement Test (GAT) were used for data collection. Two sets of lesson plans were prepared, one for the treatment group and the other for the control group. The treatment and control groups were taught JSS one geometry using ethnomethematics teaching approach and conventional methods, respectively. Research questions were answered using mean and standard deviation, while the null hypothesis was tested using analysis of covariance (ANCOVA), at.05 significant level. The results established that ethnomathematics concepts embedded in them as contained in the junior secondary school Mathematics Curriculum. The results also showed that ethnomathematics teaching approach in Nigeria is significant.
Author Information
Ubana Arikpo Ubana, Cross River State College of Education, Akamkpa, Nigeria
Patrick Obere Abiam, Cross River State College of Education, Akamkpa, Nigeria
Ekpezu Enun Enun, Cross River State College of Education, Akamkpa, Nigeria
Paper Information
Conference: IICEDubai2017
Stream: Education for interdisciplinary thinking
This paper is part of the IICEDubai2017 Conference Proceedings (View)
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