| Abstrakt: |
The paper aims at decolonising the teaching and learning of mathematics, such that mathematics is accessible to all learners in rural ecologies. Thus, the paper uses diketo (coordination game), as an example of indigenous games to teach patterns such as linear functions in mathematics. The paper is guided by the theory of community cultural wealth. The theory views community members as experts in rural learning ecologies. The marginalised knowledge they possess empowers them to find their own solutions to local issues. The knowledge that learners possess from the rural learning ecologies is not used in the teaching and learning of mathematics. The researcher maintains that there are no deficiencies in the marginalised knowledge of the excluded people. As a result, the researcher tapped into the marginalised knowledge of subaltern communities to teach linear functions, using participatory action research (PAR) in generating data; hence, the involvement of community members (parents, traditional leaders), education experts (teachers, mathematics subject advisors, lecturers from institution of higher learning) and learners themselves. All the discussions by participants were captured by using tape-recorder and video camera. The generated data were analysed using Van Dijk's critical discourse analysis (CDA). CDA enabled the study to acquire deeper meanings of the text. Again, CDA assists in identifying instances of 'discursive injustices' in text and talk, and signifies a form of resistance to unethical and unjust social power relations. [ABSTRACT FROM AUTHOR] |
