Ethnomathematics in Practice: Reimagining Play-based Pedagogy in Teaching Mathematics in Early Childhood Education

Abstract

Play-based pedagogy has been emphasised in teaching mathematics in the early grades because it develops learners’ mathematical skills. Teachers lack knowledge on implementing play-based pedagogy and integrating African culture and Indigenous knowledge in teaching mathematics in early grades. The philosophical lens of Ethnomathematics underpinned this study as it argues for the integration of culture in mathematics teaching. It is a solid link to reimagine play-based pedagogy by integrating African culture into teaching mathematics. A hermeneutic phenomenological research design was employed within a qualitative research approach to explore teachers’ lived experiences using Ethnomathematics and play-based pedagogy to teach mathematics in the early grades. The data were collected from 12 foundation phase (Grades 1–3) teachers through semi-structured interviews, document analysis and non-participant classroom observation. The participants were sampled through homogeneous purposive sampling based on their early experiences teaching mathematics. The findings indicate that teachers understand the importance of play-based pedagogy. However, there is an absence of lived experiences in implementing play-based pedagogies that integrate African culture and Indigenous knowledge in teaching mathematics in early grades. To reimagine play-based pedagogy, this study recommends that teachers use the Africanised play-based pedagogy to teach mathematics to young learners.