Abstract

ETHNO-MATHEMATICSAL IDEAS, VALUES AND MATHEMATICS ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL 1 STUDENTS IN KANO STATE, NIGERIA

Dr. Isa, Surajo Gaya, Dr. Mamman, Musa Auwal and Bala, Tanimu

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This study was carried out to identify some ethno-mathematics ideas and practices suitable in the teaching and learning of junior secondary school I Mathematics, to determine the Mathematical values of the identified ideas and practices as well as to determine the effectiveness of using the identified ethno-mathematics ideas and practices. A combination of survey and experimental research designs were used. Out of a population of 54,749 students, a sample 400 hundred JSS 1 students were taught using the identified ethno-mathematics ideas and practices and 400 hundred were taught conventionally. Similarly, four hundred of the students used were male and another four hundred were female. The groups were given a test using the researchers constructed instrument-Student Ethno-mathematics Achievement Test (SEAT). SEAT was validated by 3 Mathematics educators, a Curriculum expert and an English language specialist. Using KR21 formula a reliability coefficient of 0.93 was obtained The result was analyzed using t-test for independent samples to determine whether or not a significant difference existed in students? performance among control and experimental groups as well as among male and female students. The result showed that, there was a significant difference between experimental/control groups as well as among male and female students. From these findings, it was recommended that ethno-mathematics ideas and practices should be used by teachers and publishers for better achievements in Mathematics. Keywords: Ethno-mathematics, Gender, Gender education.

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