The Interconnections of Akan Informal Ethnomathematics and School-based Formal Curriculum Mathematics

Isaac Owusu-Darko, Stephen Ebo-Sam, Osmon Amponsah Asiamah

Abstract


The focal point of this study lies in the intersection between the formal curriculum structure of school mathematics, commonly aligned with Western ideals, and the informal ethnomathematics prevalent within the Akan community of Ghana. The curriculum implementation process is a central mandate for every schoolteacher, shaping the educational landscape. The formal system of school mathematics adheres to a distinct curriculum framework, often characterized by Western educational standards. However, this study explores the interconnectedness between this formal curriculum and the informal ethnomathematical practices embedded within Akan culture. The research aims to elucidate how Akan ethnomathematics can inform and enrich the formal school-based mathematics curriculum implementation by examining the interface between these two realms. Through this exploration, the study explores novel approaches to curriculum design and implementation, fostering a more inclusive and culturally responsive educational environment.

Keywords


Academic Performance; Entering Characteristics; School Background; School Placement; Students Background

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References


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Indonesian Journal of Ethnomathematics

Indonesian Mathematics Educators Society
Jl. Terusan Jend. Sudirman, Kec. Cimahi Tengah, Kota Cimahi, Jawa Barat 40521
E-mail: ije@i-mes.org

ISSN: 2775-8001

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