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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal on Mathematics Education
Spangenberg, Erica Dorethea
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Education Mathematics Social Sciences Other

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Revitalizing geometry education: The role of indigenous pedagogies in Kalomo district’s secondary schools Mulenga, Eddie Mumba; Folokwe, Kingster; Spangenberg, Erica Dorethea
Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i3.pp889-914

Abstract

Mainstream education often marginalizes the cultural heritage and indigenous knowledge systems of local communities, particularly in mathematics instruction. This study investigates the integration of indigenous pedagogies into geometry education to enhance student engagement and cultural responsiveness. Grounded in a critical constructivist paradigm, the study recognizes knowledge as co-constructed through learners’ cultural experiences and emphasizes the transformative potential of indigenous worldviews in shaping mathematical understanding. It employs a qualitative case study design to explore how traditional knowledge impacts student performance and the challenges faced in its incorporation. Data were collected from teachers, administrators, community elders, and students through interviews, focus groups, and classroom observations. Findings through thematic analysis revealed that indigenous pedagogies, such as traditional geometric patterns and community involvement, enhance student engagement, cultural pride, and geometry performance. Moreover, students demonstrated improved conceptual understanding and enthusiasm when learning activities reflected their cultural contexts. However, challenges include resource limitations, curriculum rigidity, and insufficient professional development. The study recommends creating resources tailored to indigenous pedagogies, greater curricular flexibility, and enhanced administrative support. It concludes by emphasizing the long-term value of integrating indigenous knowledge in mathematics education, not only to improve learning outcomes but also to contribute to cultural sustainability and educational equity in Zambia.
Evaluating mathematics teachers’ usage of online tools to enhance learning performance of high school students Salami, Olajumoke Olayemi; Spangenberg, Erica Dorethea
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33960

Abstract

The application of digital technologies to teach mathematics is increasing and how educators use these tools and their impact on the performance of students needs to be sufficiently researched. In this study, we explore middle school mathematics teachers’ utilization of Algebra Nation (AN), an online instructional resource, to supplement instruction and improve the performance of their mathematics students, particularly in algebra. A survey was conducted involving 596 teachers and a quasi-experimental trial. We examined the relationship between AN use and Algebra I end-of-course (EOC) exam performance. The findings showed that engagement in AN observed through student login, video watches, and professional teacher development is associated with improved student’s success rates in mathematics. This study also revealed that challenges such as digital disparity, data privacy issues, and professional teacher development were identified to impact the effective implementation of digital technologies in teaching mathematics. This study recommends that there should be systematic integration of web resources, combined with targeted teacher training to significantly enhance mathematics instruction. These conclusions inform future technology adoption and policymaking, with emphasis on equal access and systemic teacher support.
Co-Authors Folokwe, Kingster Mulenga, Eddie Mumba Salami, Olajumoke Olayemi