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03 October 2018 | Story UFS | Photo Stephen Collett
Using ethnomathematics to enhance understanding maths
An ethnomathematical approach helps to create a connection between mathematics in the classroom and the real world, said Prof Mogege Mosimege during his inaugural lecture.

The integration of ethnomathematical approaches and studies in the teaching and learning of mathematics is almost certainly bound to change how learners view and understand mathematics. It is the opinion of Prof Mogege Mosimege of the School of Natural Sciences and Technology Education in the Faculty of Education at the University of The Free State (UFS), where Prof Mosimege delivered his inaugural lecture.

His research interests include sociocultural contexts in mathematics education (ethnomathematics), mathematical modelling; indigenous knowledge systems and mathematics teacher education.

Classroom maths must connect real world 

He says an ethnomathematical approach does not only serve as a sound basis for a deeper conceptual understanding, but it also helps to create a connection between mathematics in the classroom and the real world.

Prof Mosimege says the foundation phase of the South African school mathematics curriculum indicates, amongst others, that there must be a critical awareness of how mathematical relationships are used in social, environmental, cultural and economic relations, and that there must be a deep conceptual understanding in order to make sense of mathematics.

"I want to argue the current curriculum does not give enough space for that," he says. "The minute you say deep conceptual understanding you must do things differently and not just teach formulae, but also teach why things work the way they do."

Prof Mosimege says the classroom activities teachers engage in must be able to push learners to that deep understanding phase.

He says even at the Further Education and Training Phase real-life problems should be incorporated into all mathematical sections whenever appropriate.

Teachers need to make maths real


"Contextual problems should include issues relating to health, social, economic, cultural, scientific, political and environmental issues whenever possible."

 If done this way teachers will make mathematics to become real. "It will perhaps not be as abstract as it is perceived, and will help our learners and students to understand why it is important to relate what they do to real life."

Prof Mosimege says his future work would be to look past the phase of focusing strictly on procedural aspects of mathematics and look further at an ethnomathematics bridge to mathematical modelling, which is his next area of research. He says the definitions of ethnomathematics suggest that mathematical concepts and processes would be more comfortable and better understood by the learner when they are related to sociocultural contexts as well as real-life situations.

"How can we use ethnomathematics to do problem-solving?" he asks. 

News Archive

The solution to student food insecurity is a holistic approach
2017-02-10

Description: Dietetics read more Tags: Dietetics read more

Dr Louise van den Berg from the Department of
Nutrition and Dietetics says the University of the Free State
is taking steps to teach students how to budget and make
them aware how important food nutrition is.
Photo: Pixabay 

Research at the University of the Free State (UFS) has indicated that nearly 60% of students are victims of food insecurity and suffer from hunger most of the time. The research by the UFS Faculty of Health Sciences shows that a further 25% are food insecure but are not hungry most of the time.

Senior Lecturer in the Department of Nutrition and Dietetics, Dr Louise van den Berg, says food insecurity is common among student populations across the world. However, local research shows that it is almost double that of tertiary institutions in developed countries.

Food insecurity among students caught many people off-guard
Dr Van den Berg says in South Africa nobody had really looked at the problem until recently “It seems student food insecurity has caught many people off-guard.” She says people tend to think of tertiary students as a privileged group.

The research has now indicated how deep the problem really is on campus. The students that most likely go hungry are single, male, black or coloured, and are generally first-generation students.

They are also mostly undergraduates, those paying their studies from non-bank loans or bursary means, those not living with their parents or guardians or those that need to support somebody else financially.

The results further indicate that those that are likely to suffer from hunger seldom or never have enough money for food but have to borrow money for food, have to ask for food, sell items to get food or steal food.

“A healthy student is a
successful student.”

Bursary money send back home for parents to survive
Dr Van den Berg agrees that one of the main reasons for the situation is economic stress. Research has shown students rarely spend money on food when resources are scarce. Furthermore, parents of students studying with bursaries are not always able to fully support them on campus. Some students send bursary money back home for their parents to survive.

She says other factors that contribute to campus food insecurity are that all over the world universities have terminated catered food halls due to high costs. “To a large extent this has created a food desert for students and now they need to look after themselves.”

To throw money at the problem does not seem to be the answer. 

Students are food-uncertain beings
The research indicates that young people on campus do not know where to buy food, much less the correct, nutritional food they need. Dr Van den Berg says most universities are now aware of the problem and have been taking steps. This includes teaching students how to budget and making them aware how important nutrition is for their success and their responsibility for themselves.

Universities are also looking at private funding for food aid and food schemes. Dr Van den Berg says other solutions are the restructuring of bursary fees, student self-help initiatives and food gardens.

The Faculty of Health Sciences is taking the initiative to manage a food blog on the UFS website. It will also use other social media platforms to post food-preparation videos and recipes for students.

Dr Van den Berg says it is important to grow the 15.6% group of students who indicated they are food secure because a healthy student is a successful student.

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