The Game of Kgati as an Implementation Tool in Teaching Intermediate Phase Mathematics: A Case of Two Schools in Rural KwaZulu-Natal, South Africa

Abstract

Quality education is highlighted in UNESCO’s Sustainable Goal 4 for Sub-Saharan Africa, with one of the chief areas of focus being equity of access for learners of diverse backgrounds and abilities. Currently, South African learner performance in Mathematics is of grave concern. Hence, this paper examines whether the ethnomathematical indigenous game of Kgati improves learner understanding of Mathematics. The theory of Culturally Responsive Teaching is the chosen theoretical framework for the paper. A qualitative case study of two teachers at separate schools, both of whom teach Intermediate Phase learners in rural KwaZulu-Natal, was undertaken to explore the phenomenon through semi-structured observations. The findings show that Kgati may be used to teach numerous Mathematics concepts, and that the game generates a high level of learner engagement; however, teachers require training to effectively draw out more mathematical principles embedded in the game. The authors recommend that teachers throughout the country be trained in the use of ethnomathematical indigenous games to teach Intermediate Phase Mathematics and that ethnomathematics be mandated in curriculum policy. The paper is significant in that it highlights the value of basing lessons on cultural artefacts and experiences, which can enrich Mathematics lessons, aligning with curriculum policy guidelines.