Teacher Trainees’ Perception of Indigenous Knowledge in Mathematics at Colleges of Education in Northern Ghana

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue IV, April 2022 | ISSN 2454–6186

Teacher Trainees’ Perception of Indigenous Knowledge in Mathematics at Colleges of Education in Northern Ghana

Osei yaw (Ph.D)
Mathematics and ICT Department, Tamale College of Education Tamale- Ghana
Mathematics Tutor and Development Studies Practitioner
Box 1 E/R Tamale, N/R- Ghana

Abstract: The continuous search for better ways of improving the teaching and learning of mathematics in schools leading to improved learning out comes on the part of learners have posed a great strain on mathematics educators in the 21st century. This paper examines the perceived indigenous knowledge in mathematics within the Colleges of Education in Northern Ghana. The survey design was adopted for the study. Population was made up of teacher trainees’ of Bagabaga, Tamale, St John Bosco and NJA colleges of Education. A sample size of 500 trainees was used for the study. Questionnaire was the main instrument used for data collection. Frequency counts and percentages and narratives were the main tools used for data analysis. It revealed that indigenous game (Man-to-Man) within the college communities contain concepts and skills in mathematics. It therefore recommended that mathematics teachers at the various colleges of education should tap and use these concepts during the teaching and learning of mathematics.

Keywords; Indigenous knowledge, mathematics, teacher trainees, colleges of education, teaching and learning

I. INTRODUCTION

Background

Cultural relevance matters because it directly impacts student engagement, learning, and achievement. In education, efforts have been made to include Western cultural traditions and knowledge and to promote cultural awareness and toler¬ance for diversity in our schools and nation. These efforts have led to the practice of teaching about cultures rather than grounding teaching and learning within the culturally relevant framework of a particular community. However, in response to the continuing gaps in aca¬demic performance, many indigenous communities and educators have developed culture-based pedagogy and strategies to improve the educational experiences and achievement of their children. These strategies have emerged through decades of theorizing and research about educational disconnects between indigenous and Western practices.
Maurial (1999) defined Indigenous knowledge as “the peoples’ cognitive and wise legacy as a result of their interaction with nature in a common territory” (p. 62). Joey De La Torre (2004) defined Indigenous knowledge as the established knowledge of Indigenous nations, their worldviews, and the customs and traditions that direct them.

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