Year: 2017
Type: article
Abstract: Recognising the value of ethnomathematics is an important aspect of education worldwide.While the value of IK in education has been recognised, this recognition is yet to translate into practical curriculum processes.It is not clear how metacognition can drive the transference of knowledge and skills into the classroom while, at the same time, contextualising mathematics.One approach is to introduce teachers to viable ways of contextualising mathematics, through ethnomathematics, and equipping them with metacognitive strategies (e.g.planning, monitoring and evaluating) to do so.Metacognitive transference and its relationship with ethnomathematics is the subject of this paper as it reports on what the portfolios tell us about contextualising mathematics and how metacognition transference takes place.An interpretivist-qualitative approach as research design was employed.Data collection instruments included lesson plans, reflections and open-ended questions.Content analysis, based on the conceptual-theoretical framework of this study, ensured validity of the findings which revealed that, three tiers (levels) that portray the interrelated nature of teachers' cognition, intra-and interpersonal competencies could enhance their PCK.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Research Foundation
OpenAlex ID: W2778557895