Teachers’ Perception on Teaching Mathematics Using Ethnomathematics Approach in Dekina Local Government Area of Kogi State

Abstract

In this study, teacher's perception on teaching mathematics using ethno-mathematics approach is presented. A descriptive survey design is adopted for the study. The population of the study is the total number of one hundred and sixty (160) mathematics teachers. Twenty four (24) schools where purposively selected with 48 teachers from each of the ward in Dekina Local Government as the sample. Questionnaires was the instrument used, mean and standard deviation were used to analyze the data collected. A content validity of the instrument was carried out to confirm the suitability of the instrument the reliability test was done use test retest method and was analyzed using Pearson Product Moment Correlation (PPMC) with the result of 0.81. The findings shows that mathematics teachers have negative attitude toward the use of ethnomathematics while teaching mathematics because some contents are too
hard to be used and the time allocation is not enough but some mathematics teacher have positive attitude toward it simply because, using ethnomathematics approach while teaching enable easy retention of mathematics concept. It is recommended that, the teacher educators, administration and planners of teacher training program should address the concern about teacher's attitude on the use of ethnomathematics. Also, teachers should be provided with all support and training regarding teaching mathematics using ethnomathematics approach.