In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry

For teachers to integrate ethnomathematics approaches, it is essential to understand their views related to the implementation challenges of such approaches. In schools, teachers held previous views and experiences that influenced their integration of ethnomathematics approaches. This study investigates school-related factors that impede the integration of ethnomathematics approaches into the teaching and learning of geometry as well as suggesting possible solutions into mathematics instruction in Zimbabwe. A convergent mixed methods design, using questionnaires, focus group discussions and interviews, was used. Stratified random sampling, research-based recruitment and purposive sampling were used to select 42 participants. Inductive analysis was used to analyse qualitative data and descriptive statistics was employed to analyse quantitative data. The study revealed that curriculum-related challenges, insufficient resources such as textbooks and very few cultural examples and activities affect the integration of ethnomathematics approaches into the teaching and learning of geometry. There is a need for curriculum developers to engage more teachers during the curriculum design in order to develop material that suits all the learners in Zimbabwe.