In-Service Teachers views and conceptions on culture and mathematics education in rural schools.

  • Jonatan Muzangwa Great Zimbabwe University, Faculty of Education, Department of Curriculum Studies
  • Dr.Andrew Chindanya Great Zimbabwe University ,Faculty of Education , Department of Teacher Development.
Keywords: Culture, mathematics education, rural school

Abstract

The teaching of culture and heritage studies is the flagship of Great Zimbabwe University. This present study is investigating preliminary views and conceptions of in-service teachers on culture and mathematics education. Data was collected through a questionnaire survey on all 27 teachers who majored in mathematics education. The group was considered small enough to render sampling unnecessary. It was observed that a good part of students were aware of the significance of the role of culture on mathematics education whilst some were not very sure how culture played a role in the field of mathematics. We recommend the school curriculum to implement culture-oriented mathematics education that ensures the survival of African culture.

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Author Biographies

Jonatan Muzangwa, Great Zimbabwe University, Faculty of Education, Department of Curriculum Studies
Department of Curriculum Studies.
Dr.Andrew Chindanya, Great Zimbabwe University ,Faculty of Education , Department of Teacher Development.
Department of Teacher Development.
Published
2014-10-15
How to Cite
Muzangwa, J., & Chindanya, D. (2014). In-Service Teachers views and conceptions on culture and mathematics education in rural schools. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY, 6(2), 869-874. https://doi.org/10.24297/ijrem.v6i2.3882
Section
Articles