id: 02329532
dt: j
an: 1999e.03577
au: Mosimege, Mogege David
ti: Culturally specific games in the mathematics classrooms: an exploration of
their impact in the learning of mathematics.
so: J. South. Afr. Assoc. Res. Math. Sci. Educ. 2, No. 1, 52-50 (1998).
py: 1998
pu: Southern African Association for Research in Mathematics and Science
Education (SAARMSE), Bellville, Cape Town
la: EN
cc: U63
ut: media research
ci:
li:
ab: This paper describes part of a research project which looks at the relation
between cultural games and the teaching and learning of mathematics.
The main aim of the research is to look at various cultural games which
are found in different settings. Some of these may be similar from one
cultural setting to another, whereas others are different and unique to
specific cultures. The research investigates the games with a view to
their use in the mathematics classroom. This paper focuses specifically
on two games, “Madice” and “String Gates”, which are used in
the primary and the junior secondary mathematics classrooms. The aim of
the use of the two games was to find the extent to which these games
could find use in the mathematics classroom, whether students could
identify mathematical concepts that are found in these games, and also
to find the students’ views about the use of games in the classroom.
In the game of “Madice” the students were given a pair of dice and
a worksheet to go through. The teacher played a prominent role of
explaining the steps in the game by asking them questions based on the
game. Mathematical concepts that most pupils were able to identify were
natural numbers, subtraction and remainder. In the game on “String
Gates” each student was given a piece of string and asked to play any
game that each student could remember. This was followed by a brief
demonstration of some of the ‘gates’ by a few students who knew how
to make them. Mathematical concepts that the students were able to
identify at the end of the game were angles, triangles, and parallel
lines. (Abstract).
rv: