Exploring Geometry Found Outside of School: Insights from Faculty Perspective

Many mathematics teachers and educators hold the belief that mathematics is culture-free. In contrast, school mathematics is a human endeavor present across human civilizations and cultural practices. Prior research has noted the absence of cultural context in teaching Euclidean geometry to be the cause of students' decreased motivation and difficulties in learning the subject. This multiple case study aimed at exploring the forms of mathematics found outside of school that can be incorporated into Euclidean geometry teaching in the Ghanaian college classroom. Eight mathematics teacher educators were included in the study through purposive sampling. The data obtained through interviews and focus groups were analyzed using reflexive thematic analysis. The findings revealed five emerging themes: geometry in architecture, cultural artifacts, cultural activities, craftworks, and animals and plants. The findings present the opportunity for teachers, educators, and curriculum developers to draw from and expand resources to teach and learn mathematics more meaningfully. The findings would help key actors of mathematics education to re-examine their beliefs and practices about what counts as legitimate school mathematics, specifically geometry, and propel them to tailor mathematics curriculum and instruction in such a way that builds on students’ socio-cultural experiences.