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Using the Environment in Mathematics and Science Teaching: An African and Aboriginal Perspective

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Abstract

A strong case is made in this paper for the effective utilisation of the learner's environment for science and mathematics teaching in African, rural, and Aboriginal societies. Dwelling on the rich cultural heritage of indigenous, traditional, and rural settings, the paper attempts to explain why, and show how this heritage can be advantageously tapped and transferred to modern day mathematics and science classrooms and laboratories. The need for the integration of school science and mathematics with the lived experiences of learners in indigenous cultures where factors such as folklore, myths, legends, and taboos play powerful roles is also discussed. Integrating the environment into school teaching/learning, the paper argues, would contribute to an effective mathematics-science-environment-society interaction. Additionally, the approach could boost enrolment and performance in mathematics and science for students from indigenous cultural backgrounds, many of who shy away from these areas of study in present-day schools.

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  1. Faculty of Education, University of Windsor, 401 Sunset Avenue, Canada

    Anthony N. Ezeife

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  1. Anthony N. Ezeife
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Ezeife, A.N. Using the Environment in Mathematics and Science Teaching: An African and Aboriginal Perspective. International Review of Education 49, 319–342 (2003). https://doi.org/10.1023/A:1025307404154

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