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Using culturally relevant teaching in a co-educational mathematics class of a patriarchal community

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Abstract

The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners’ familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using semi-structured interviews, observation and video recordings. The findings reveal the prevalence of culturally oriented gender-related stereotypes such as tendency by boys to marginalise girls during the lesson activities and girls, in turn, attribute the treatment to their cultural beliefs and practices.

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Authors and Affiliations

  1. Institute for Science and Technology Education, University of South Africa, P.O. Box 392, UNISA, Pretoria, 0003, South Africa

    David Mogari

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  1. David Mogari
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Correspondence to David Mogari.

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Mogari, D. Using culturally relevant teaching in a co-educational mathematics class of a patriarchal community. Educ Stud Math 94, 293–307 (2017). https://doi.org/10.1007/s10649-016-9730-7

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  • DOI: https://doi.org/10.1007/s10649-016-9730-7

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