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<p>Many students experience apprehension about geometry, which results in a high failure rate. This is attributed to a lack of cultural congruence in the pedagogy. Drawing upon the historical context of mathematics education and its evolution, incorporating ethnomathematical perspectives was introduced as a potential remedy. This embedded mixed-methods study explored how mathematics teacher educators (MTEs) incorporate the mathematics found outside of school into geometry teaching in the Ghanaian classroom. The study sought to answer the research question: How do MTEs incorporate the mathematics found outside of school into geometry teaching in the classroom? Eight MTEs were included in the qualitative phase through purposive and convenience sampling. The qualitative data obtained through classroom observation was analyzed using cross-case analysis. On the other hand, 128 MTEs were included in the quantitative phase through cluster and quota sampling. The quantitative data obtained through the survey was analyzed using the Mann–Whitney <i>U</i> test. Based on the findings, male and female MTEs at the colleges of education (CoE) tend to employ culturally responsive teaching (a pedagogical perspective of ethnomathematics) to integrate the mathematics found outside of school into geometry teaching in the classroom. Nonetheless, only a few MTEs (one from each case) strove to incorporate the forms of mathematics found outside of school to teach plane geometry by citing appropriate cultural examples. Implications for teaching and future research are reported.</p>

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From Cultural Awareness to Integration: Faculty Attempt to Incorporate the Outside-of-School Geometry into Geometry Teaching

  • 期刊论文

  • 发表日期：

    2026年4月15日

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  • Patrick Kyeremeh,
  • Francis Kwadwo Awuah,
  • Daniel Clark Orey

摘要

Many students experience apprehension about geometry, which results in a high failure rate. This is attributed to a lack of cultural congruence in the pedagogy. Drawing upon the historical context of mathematics education and its evolution, incorporating ethnomathematical perspectives was introduced as a potential remedy. This embedded mixed-methods study explored how mathematics teacher educators (MTEs) incorporate the mathematics found outside of school into geometry teaching in the Ghanaian classroom. The study sought to answer the research question: How do MTEs incorporate the mathematics found outside of school into geometry teaching in the classroom? Eight MTEs were included in the qualitative phase through purposive and convenience sampling. The qualitative data obtained through classroom observation was analyzed using cross-case analysis. On the other hand, 128 MTEs were included in the quantitative phase through cluster and quota sampling. The quantitative data obtained through the survey was analyzed using the Mann–Whitney U test. Based on the findings, male and female MTEs at the colleges of education (CoE) tend to employ culturally responsive teaching (a pedagogical perspective of ethnomathematics) to integrate the mathematics found outside of school into geometry teaching in the classroom. Nonetheless, only a few MTEs (one from each case) strove to incorporate the forms of mathematics found outside of school to teach plane geometry by citing appropriate cultural examples. Implications for teaching and future research are reported.