The Ohio Journal of School Mathematics, 71(Spring), 31-36. The Importance of Ethnomathematics in the Math Class. Experiencing School Mathematics: Traditional and Reform Approaches to Teaching and their Impact on Student Learning. 200-207), National Council of Teachers of Mathematics: Reston. Koehler (eds.), Classics in Mathematics Education Research (pp. Mathematics Education in Its Cultural Context. Journal of Intercultural Studies, 23(2), 119-131. Critical Challenges in Researching Cultural Issues in Mathematics Education. “What are some obstacles to learning geometry?” Studies in mathematics education, UNESCO. & Landau, M (Eds.), Acquisition of mathematics concepts and processes (pp. Educational Studies in Mathematics, Socio-Cultural Approaches to Mathematics Teaching and Learning, 31(1/2), 201-233. Making Sense of Ethnomathematics: Ethnomathematics Is Making Sense. Mathematics Education Research Journal, 16(2), 49-68. Ethnomathematical Ideas in the Curriculum. Educational Research and Review, 4(8), 385-390. Effects of ethnomathematics teaching approach on senior secondary students’ achievement and retention in Locus. Transitions between Contexts for Mathematical Learning. The study recommends that teacher training institutions need to redesign their curricula to include ethnomathematics approaches and that there is need for in-service training on ethnomathematics approaches. Major challenges included lack of knowledge on ethnomathematics approaches and how to integrate these approaches into the teaching of geometry teachers’ lack of geometry content knowledge, teachers’ views of geometry taught in schools, teachers’ competence in teaching geometry, teaching and professional experience as well as resistance to change by teachers. Findings are based on feedback received from questionnaires and focus-group discussions in which 40 in-service mathematics teachers expressed their views on the challenges that affect the integration of ethnomathematics approaches into the teaching of geometry. This article explores teacher-related challenges to the integration of ethnomathematics approaches into the teaching of geometry. With regard to this connectedness, the Zimbabwean mathematics syllabus indicates that geometry should be connected to the learners’ environment and culture. Geometry and culture are interrelated, making school geometry closely connected to the environment as well as culture in which it is taught.
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