The Akan Ethnomathematics as Pedagogical Tool under the Context of Technology Integration in Promoting Conceptual Understanding in Mensuration
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| Title: | The Akan Ethnomathematics as Pedagogical Tool under the Context of Technology Integration in Promoting Conceptual Understanding in Mensuration |
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| Language: | English |
| Authors: | Seth Amoako Atta, Ebenezer Bonyah, Francis Ohene Boateng, Prince Kusi |
| Source: | African Educational Research Journal. 2025 13(3):342-351. |
| Availability: | Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, African Languages, Mathematics Education, Mathematics Instruction, High School Students, Geometric Concepts, Manipulative Materials, Technology Integration, Technology Uses in Education, Cultural Context, Indigenous Knowledge, Cultural Influences |
| Geographic Terms: | Ghana |
| ISSN: | 2354-2160 |
| Abstract: | The objective of the study was to use mortar to teach the concept of the surface area of a cylinder. The target group included knowledgeable Akan traditional artists, seasoned mathematics teachers, and senior high school students from the Ashanti Region in Ghana. Data collection tools included Focus Group Discussions and interviews, with informed consent, privacy, and ethical clearance from the School of Graduate Studies, AAMUSTED. We pre-planned, taught, and assessed two 60-minute lessons on deriving the formula for the surface area of a cylinder. The session utilised technology tools such as: a laptop, projector, cylindrical object images, a tape measure, a cardboard metre rule, activity cards, and the mortar, as a local tool. The analysis of the interview data and the FGD revealed that the Akan culture has connections with school geometry that can enhance relational understanding. We concluded that this approach, aside from improving academic achievement, can also increase student interest, creative skills, critical thinking, innovativeness, help students overcome fear, and, above all, become creative problem-solvers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484887 |
| Database: | ERIC |
| Abstract: | The objective of the study was to use mortar to teach the concept of the surface area of a cylinder. The target group included knowledgeable Akan traditional artists, seasoned mathematics teachers, and senior high school students from the Ashanti Region in Ghana. Data collection tools included Focus Group Discussions and interviews, with informed consent, privacy, and ethical clearance from the School of Graduate Studies, AAMUSTED. We pre-planned, taught, and assessed two 60-minute lessons on deriving the formula for the surface area of a cylinder. The session utilised technology tools such as: a laptop, projector, cylindrical object images, a tape measure, a cardboard metre rule, activity cards, and the mortar, as a local tool. The analysis of the interview data and the FGD revealed that the Akan culture has connections with school geometry that can enhance relational understanding. We concluded that this approach, aside from improving academic achievement, can also increase student interest, creative skills, critical thinking, innovativeness, help students overcome fear, and, above all, become creative problem-solvers. |
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| ISSN: | 2354-2160 |
