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Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms
African Journal of Teacher Education
Culturally based activities embedded within indigenous knowledge, in general, may be used to support the teaching of mathematics in multicultural classes. The article reflects on research that has been conducted with twenty-five post-graduate students studying Mathematics Education at one university in KwaZulu-Natal, South Africa. These post-graduate students were also practicing mathematics teachers at schools. The study explored the use of indigenous knowledge and culturally based activitiesdoi:10.21083/ajote.v10i2.6686 fatcat:dilm67bakngfhp4aluogocldhy