Exploring views of teachers on using cultural games in teaching early-grade mathematics

Abstract

This study examines teachers’ views on infusing cultural games into the teaching and learning of mathematics at the Early Childhood Development (ECD) level. Growing evidence has shown potential for improving learners’ development and understanding of mathematical concepts when cultural games is infused into pedagogy. However, despite this growing evidence of the strong relationship between cultural games and pedagogical practice, very little attention has been given to why teachers do not fully use them during the teaching process in ECD classes. The school curriculum in post-independent Zimbabwe still reflects the Eurocentric way of teaching ECD learners, and such an approach has overshadowed cultural development among Zimbabwean children. I designed this study using the interpretivism philosophy, which hinges on the belief that knowledge is generated using subjective viewpoints based on how participants view the truth themselves, as well as the issues around them. So, to gather teachers’ views and how they interpret the incorporation of cultural games into the teaching of early-grade mathematics, I used a multiple-embedded case study strategy. It was multiple because I collected data from ECD teachers drawn from three different schools, and it was embedded because I only asked for data relating to mathematics and the prospects and challenges of using cultural games in doing so. Within this multiple-embedded case study, I gathered data using twelve in-depth interviews directed by an interview guide generated from multiple real-life situations to enable participants to comprehend ideas more clearly than merely presenting them with abstract principles. Furthermore, I used three focus group interviews to explore group views between and within the three case study schools. I also used a document review of the ECD curriculum and other policy documents to assess their provisions and inherent weaknesses, and I applied observation and photography to capture instrumental cases. I used conversation and textual analyses to examine interviews and textual data. To avoid making essentialist generalisations, I read the text and interpreted experiences, typically in intensive ways, to identify assumptions and locate contradictions and conflicts. Thematic analysis partly enabled me to trace participants’ accounts and experiences. Study findings revealed diverse pedagogical approaches, practices, contextual factors, and challenges teachers face when using cultural games in teaching. Among the reported challenges, time constraints and congested timetables rose above other factors. Despite the clarity in the ECD curriculum regarding the use of cultural games in teaching, some teachers lack interpretive skills on how best to use them in practice or believe that cultural games are an extracurricular activity. Because of these and other reasons discussed in the thesis, some teachers struggle to integrate cultural games into daily teaching practice effectively. Therefore, it is recommended that mentorship programmes or online forums be rolled out so that teachers who have experienced this aspect can share best practices and support their colleagues. This fosters a collaborative environment where teachers can learn from one another and continuously improve their perceptions of using cultural games in teaching. This study’s major contribution is the Cultural Games Integration Framework for Zimbabwe (CGIZ).