Mathematics Teachers’ and Learners’ Attitudes Towards Indigenizing Pedagogies and Practices in Mathematics Education in Southern Province, Kalomo; Zambia

Abstract

This research explored the attitudes of mathematics teachers and learners towards the incorporation of indigenous pedagogies in mathematics education in Kalomo district of Southern Province, Zambia. Grounded in critical realism and pragmatism, this study employed a Mixed Methods Sequential Explanatory Design involving 343 respondents. The quantitative sample comprised 326 participants, while the qualitative component involves 17 participants. Data collection methods encompassed questionnaire surveys, interviews, focus group discussions, classroom observations, and document analysis. However, data for this paper was drafted from questionnaires and interviews. Data analysis utilized descriptive statistics and inferential statistics, with validation through a pilot study and reliability assessment using Cronbach's Alpha. The study revealed a favorable disposition among teachers in Kalomo District towards the incorporation of indigenous teaching methods in mathematics education. This research offers valuable insights into the possibility of indigenizing mathematics pedagogies and practices to enhance educational quality in Zambia. Furthermore, this study underscores the need for curriculum reform, teacher training, collaboration with local communities, and interdisciplinary cooperation to create a well-rounded indigenized mathematics curriculum. The results affirm the global movement towards recognizing diverse knowledge systems in education and the importance of culturally inclusive pedagogies.