An Exploration of the Use of Indigenous Material in Learning Geometric Concepts: The Case of Eastern Cape Primary Schools

Abstract

The knowledge of basic concepts in geometry is crucial for the visualisation and comprehension of properties of geometrical figures. This article reports on how foundation phase learners in disadvantaged communities improved their understanding of geometric concepts using indigenous materials. The study aimed to address the gap incurred in mathematics learning because of the absence of grade 1 and 2 teachers in a primary school in the Eastern Cape province of South Africa. The study posed the question: How can the use of indigenous material enhance the learning of geometric concepts by foundation phase learners? Twenty-one learners in grades 1–5 participated in the study. In the first activity learners were asked to bring items from home of different flat shapes. The proposed theme was “Bring it, name it, and tell us about its use and properties.” The next activity was to sort the objects and 2-D specimens according to their shapes. The results indicated the significance of practical support from the learners who were taught in neighbouring schools in the group, which enhanced their knowledge of constructions and understanding of geometric concepts. The results indicated that in cooperative social environments, the use of indigenous materials assisted the learners to observe, imitate each other, develop higher mental skills, develop types of thinking, and develop their understanding, description, and representation of objects found in their proximity. This study contributes to existing literature and highlights how indigenous knowledge can sustain geometry understanding.