Mathematics Teachers’ Use of Ethnomathematics Approach in Mathematics Teaching in Edo State

Abstract

The study investigated mathematics teachers’ use of ethnomathematics approach to teaching. Descriptive survey research was used with a target population of all mathematics teacher in all public secondary schools in Oredo, Egor and Ikpoba- Okha local government areas of Edo State out of which 121 mathematics teachers in 42 randomly selected public secondary schools were sampled. Fourteen schools each were selected from the three local government Areas by balloting. The instrument for the data collection was ethnomathematics opinion survey questionnaire.  Data collected were analysis using descriptive statistics. From the analysis, it was established hat majority of mathematics teachers are using ethnomathematics approach in teaching. Results also showed that there is no significant difference between male mathematics teachers and their female counterparts in their use of ethnomathematics approach to teaching and there is no signifycant difference between mathematics teachers in rural areas and their counterparts in urban areas in their use of ethnomathematics approach to teaching. Recommendation were made. One of which was the national policy on education recommendation of teacher’s students ratio of 1:40 should be strictly adhered to: