|
Title: MATHEMATICS PEDAGOGICAL CHARACTERISTICS OF TRADITIONAL GAMES:
CASE OF TSORO IN PRIMARY SCHOOLS IN ZIMBABWE
|
Authors: Senziwe Moyo and Emmanuel Chinamasa
,Zimbabwe |
Abstract: This study explored mathematics pedagogical characteristics of traditional games for primary
school mathematics instruction. It was motivated by observing that, play is every child’s serious
business and traditional games were unpopular for mathematics instruction. The study was guided
by the pragmatism philosophy which aims to establish what works under the prevailing social
circumstances. Pragmatism enhanced field data collection by mixing qualitative and quantitative
approaches. Data was collected from purposive samples of 56 teachers and 126 pupils from 8
primary schools in Makonde district of Mashonaland West Province in Zimbabwe. Questionnaires
followed by focus group discussions gathered teachers’ individual and group perceptions on the
use of games for primary school mathematics instruction. Data collection on the types of games
children played was done by observing them play during lunch hour. Interviews with both children
and teachers enhanced deduction of pedagogical insights and activity interpretation. A hypothesis
test revealed an association between games and gender. This study settled for tsoro variation of
holes and stones which is most popular in Chitomborwizi cluster. The study found that, traditional
games free children from language restrictions and are good children socialization activities, hence
appropriate for lower primary school whose main purpose is the development of socialization and
literacy. Observations showed that, games develop children’s psychomotor skills, communication,
concentration and hand to eye coordination. During games, children are active, make choices and
practice numeracy computational skill to mastery level. Mathematical concepts embedded in tsoro
include sets, counting, addition and subtraction of whole numbers. Its use of concrete objects
improves pupil`s understanding of whole number concepts. Teachers’ have limited knowledge of
traditional game-based pedagogical instruction. Consequently, the study recommends teachers’
staff development workshops for awareness, creative skills application of traditional tsoro for
primary school mathematics instruction and traditional games book authoring. |
PDF Download |
|
|