Abstract
Teaching mathematical and geometric concepts through art forms that are a part of indigenous knowledge systems (IKSs) has become a key aspect of pedagogical transformation in many national arts and sciences curricula. This article delves into the nuances of artistic innovation, marketing, and mathematical process in contemporary Zulu, South Sotho, and Venda ceramic practices in both individual studio and workshop settings. The work of Azolina MaMncube Ngema, Lenky Nhlapo, and the Mukondeni Pottery Village are discussed in relation to expanding fields of ceramic consumption. Ceramic artists’ first-hand engagement in classroom workshops, portrayal in pedagogical writings, and strategic engagement with touristic venues are framed in the context of geometric reasoning, visual innovation, and potential classroom innovation.
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