Exploring Mathematics Teachers’ Attitudes towards Indigenizing Pedagogies in Mathematics Education in Southern Province, Kalomo; Zambia

Abstract

This research study aimed to investigate the attitudes of mathematics teachers towards indigenizing pedagogies in mathematics education in the Southern Province of Kalomo, Zambia. The study employed a pragmatic approach, which is suitable for mixed methods research as it focuses on using the most effective methods to answer the research questions. This approach allows for a flexible combination of both quantitative and qualitative methods. The study also utilized a Sequential Exploratory Design, starting with quantitative data collection and analysis, followed by qualitative data collection and analysis. This design is particularly useful when the research is in an exploratory phase and aims to understand a phenomenon in-depth before quantifying. The study was grounded in pragmatism and involved a total of 343 participants, including 55 mathematics teachers and 271 Grade 12 pupils. while the qualitative component involves 17 participants from community members, the District Education Board Secretary’s office, and school administrators. Various data collection methods were employed, including surveys, interviews, focus group discussions, observations, and document analysis. The collected data were analyzed using descriptive and inferential statistics, which were validated through a pilot study and reliability assessment using Cronbach’s Alpha. The results of the study indicated that teachers in Kalomo District favored indigenized teaching methods in mathematics education. This finding is significant as it highlights the potential of indigenizing pedagogies in enhancing educational quality in Zambia. The study emphasized the impact of indigenized pedagogies on student engagement, performance, and cultural identity. Specifically, the findings revealed that students were more engaged and performed better when taught using indigenized pedagogies. This suggests that incorporating local cultural knowledge and practices into mathematics education can lead to more meaningful learning experiences for students. Furthermore, the study underscored the importance of curriculum reform, teacher training, collaboration with local communities, and interdisciplinary cooperation for a comprehensive indigenized mathematics curriculum. These findings support the global movement towards recognizing diverse knowledge systems in education, promoting culturally inclusive pedagogies, and ensuring equitable educational experiences. The study provides valuable insights for policymakers, curriculum developers, and educators in Zambia and other countries seeking to incorporate indigenous knowledge and practices into their mathematics education systems. These findings have implications for educational policies and practices, supporting the global movement towards culturally inclusive pedagogies and equitable educational experiences.