|Published online: February 9, 2015||$US5.00|
This study was designed to investigate the extent of awareness of Ethnomathematics approach by mathematics teachers and the influence of gender and location on their awareness of Ethnomathematics teaching approach. The sample for the study consisted of 121 mathematics teachers in forty-two randomly selected public secondary schools in three local government areas. Three research questions were raised and three hypotheses were formulated to direct the study. An instrument titled “Ethnomathematics Opinion Survey Questionnaire” was used to collect data for the study. Data collected were analyzed using descriptive statistics. Results showed that there is a low level of awareness of Ethnomathematics teaching approach among mathematics teachers. Also, gender and location of teachers have no influence on teachers’ level of awareness. Based on the findings, it was recommended among others that regular seminars and workshops on Ethnomathematics teaching approach should be organized for mathematics teachers.
|Keywords:||Mathematics, Teachers, Ethnomathematics, Rural, Urban, Male, Female, Teaching|
The International Journal of Assessment and Evaluation, Volume 21, Issue 3-4, February 2015, pp.1-8. Article: Print (Spiral Bound). Published online: February 9, 2015 (Article: Electronic (PDF File; 727.264KB)).
Associate Professor, Department of Educational Psychology and Curriculum Studies, Faculty of Education, University of Benin., University of Benin, Benin, Edo, Nigeria
Mathematics Teacher, Akenzua 2 Secondary School, Post Primary Education Board, Benin City, Benin City, Edo State, Nigeria