PME-NA

Reclaiming Africa Indigenous Pedagogies For Hope And Sanctuary In Early Math Learning

• In Event: Poster Session #2

Description

A dismal marginalized situation of Indigenous education among African cultures is evident in limiting children in many homes, schools, and social gatherings from exploring the world through their indigenous languages and interactions with nature to enhance their holistic math learning. This problem is compounded by policies that fail to acknowledge and operationalize its integration across the Math curriculum in early years. However, integrating indigenous pedagogies and tools including ayo-olopon game allows children to explore and learn mathematics through interaction with peers, friends, teachers, and elders within and outside classroom walls. These enhance their basic mathematics arithmetic skills like addition, subtraction, multiplication, and division without fear. As teacher-researchers, we employed critical autoethnography to present different indigenous pedagogies available to assist teachers in their quest to foster holistic math skills of the students under their care and guidance to acquire needed mathematical skills to solve both present and future mathematics problem.

Authors

• Abiodun Emmanuel Babalola, The University of Alabama

• Temitope Egbedeyi, Kent State University