In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching

Abstract Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners' cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers' teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focus group discussions and questionnaires were used as data gathering instruments. The sample comprised of 40 in-service mathematics teachers. Findings show that both teacher-centered and learner-centered approaches were used in geometry teaching and learning. The study also revealed that teachers had the opinion that ethnomathematics approaches should be integrated into geometry teaching. The study recommends that teachers should be trained to use ethnomathematics approaches when teaching geometry.

抽象几何的教与学应当反映并包容几何学习环境以及日益互联的全球社会中存在的社会多样性。有鉴于此，在几何教学中应当采用将几何教与学与学习者的文化体验及文化背景相结合的民族数学（ethnomathematics）教学方法。
本研究旨在探究教师在几何教学中采用的教学方法，以及其对将民族数学融入几何教学的看法。本研究采用聚合式混合研究设计，以焦点小组讨论与问卷调查作为数据收集工具，研究样本包含40名在职数学教师。
研究结果显示，几何教与学中同时采用了以教师为中心与以学习者为中心的两种教学方法。此外，研究发现教师普遍认为应当将民族数学教学方法融入几何教学当中。本研究建议，应对教师开展相关培训，使其在几何教学中能够运用民族数学教学方法。