Using Morabaraba to teach number operations in a grade 5 class: A case of initial ethnomathematical implementation

There have been numerous strategies to improve Mathematics education in schools globally. In Africa, strategies are promoted that decolonise and contextualise the way Mathematics is taught and learned. However, Mathematics education remains a challenge in many African countries, especially in South Africa, as attested to by the poor results achieved in most national examinations. In an endeavour to enhance Mathematics education in a district in Limpopo, Ethnomathematical indigenous games were used to teach Mathematics in Intermediate Phase classrooms (Grades 4 to 6). The aim of this study was to examine how a particular indigenous game was implemented in one Grade 5 classroom to teach addition and multiplication. Using a qualitative single case study, a teacher participant from a school in Limpopo was interviewed and observed as he taught 56 learners using a game known as Morabaraba. Findings demonstrate that, through the use of the game, the teacher attempted to engage all learners in working collaboratively to interpret and understand mathematical concepts. The game also enabled the acquisition of several skills related to addition and multiplication, such as financial Mathematics. The learners’ excitement at participating in the game was evident in their noisy chatter as they solved problems using mathematical concepts. Based on evidence of the game’s promotion of mathematics teaching and learning, the school management board encourages the use of indigenous games to enhance Mathematics lessons, but has been unable to equip the teachers with the necessary training to do so. The study recommends the use of indigenous games to teach mathematical concepts and the possible inclusion of indigenous games in the curriculum. This should be coupled with the necessary training to assist teachers to teach more complex and abstract mathematical concepts through indigenous games. Training should also be provided on managing large class sizes when using games in the classroom. Future research should examine how mathematics may be taught and learned through other indigenous games.