Integrating Akan Traditional Art to Enhance Conceptual Understanding in Mathematics: Perspectives of Educators and Artisans
Saved in:
| Title: | Integrating Akan Traditional Art to Enhance Conceptual Understanding in Mathematics: Perspectives of Educators and Artisans |
|---|---|
| Language: | English |
| Authors: | Seth Amoako Atta, Ebenezer Bonyah, Francis Ohene Boateng |
| Source: | Journal of Interdisciplinary Studies in Education. 2024 13(2):81-101. |
| Availability: | STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Geometry, Geometric Concepts, Teaching Methods, Art Products, Folk Culture, Foreign Countries, Culturally Relevant Education |
| Geographic Terms: | Ghana |
| ISSN: | 2166-2681 2690-0408 |
| Abstract: | The study examined how local artisans and mathematics teachers think the Akan traditional art might help senior high school students learn geometry. The Akan people live in Ashanti Region of Ghana. The study targeted experienced mathematics teachers and Akan traditional art experts. Seven experienced mathematics teachers and three craftsmen were chosen using purposive sampling. We conducted interviews with participants using a semi-structured guide to collect detailed data. The data was thematically analysed. The analysis revealed four themes; demonstrating how teachers use students' experiences to build new knowledge and help them apply it to new situations. We conclude that geometry is linked to the Akan culture and encourage instructors to adjust school geometry accordingly and also encourage ethnomathematics research. [Note: The page range (81-100) shown on the PDF is incorrect. The correct page range is 81-101.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447130 |
| Database: | ERIC |
| Abstract: | The study examined how local artisans and mathematics teachers think the Akan traditional art might help senior high school students learn geometry. The Akan people live in Ashanti Region of Ghana. The study targeted experienced mathematics teachers and Akan traditional art experts. Seven experienced mathematics teachers and three craftsmen were chosen using purposive sampling. We conducted interviews with participants using a semi-structured guide to collect detailed data. The data was thematically analysed. The analysis revealed four themes; demonstrating how teachers use students' experiences to build new knowledge and help them apply it to new situations. We conclude that geometry is linked to the Akan culture and encourage instructors to adjust school geometry accordingly and also encourage ethnomathematics research. [Note: The page range (81-100) shown on the PDF is incorrect. The correct page range is 81-101.] |
|---|---|
| ISSN: | 2166-2681 2690-0408 |
