The Value of Incorporating Indigenous Games in the Teaching of Number Sentences and Geometric Patterns

The purpose of this study was to investigate the incorporation of indigenous games into mathematics classrooms to assist teachers in the teaching and learning of number sentences and geometric patterns in the Motheo Education District of the Free State, South Africa. The literature analysis looked at the existing knowledge, based on the use of indigenous games in mathematics classrooms, to assist teachers in the teaching of number sentences and geometric patterns. The performance of learners in mathematics is influenced by various factors. In particular, one of the significant factors that the current study identified, was the lack of knowledge that teachers themselves had about indigenous games, especially in rural schools. The researchers utilised a contextual, qualitative method with a phenomenological approach to meet the objectives of the study. Two Intermediate Phase teachers were purposively selected to take part in this study. Observation and interviews were used for data collection and a content analysis technique was then used to analyse the data gathered. The findings of the study revealed that the participant teachers were initially not aware of the value of using indigenous games in the teaching of number sentences and geometric patterns. The methods that were being used by the teachers in the teaching of these mathematical concepts were teacher-centred rather than learner-centred which meant that learners struggled to understand simple concepts. The traditional practices such as the 'chalk-and-talk method' were still being embraced in the mathematics classroom to teach number sentences and geometric patterns. The prior knowledge of learners was also seldom prioritised and impeded the performance of learners. Furthermore, the study revealed that, when the participants were informed of the purpose of the indigenous games in relation to teaching and learning, they enjoyed the use of them (indigenous games) such as morabaraba, which effectively helped them in the teaching of number sentences and geometric patterns to Grade 4. Recommendations were made concerning the above findings, particularly regarding further investigation.