SAMS Subject Classification Number: 16

For geometry proficiency, visualization for the heuristic exploration of complex situations, modelling, and reasoning, which are the processes that lead to proof and explanation, are necessary for cognitive understanding in mathematics. The knowledge of basic concepts in geometry is crucial for the visualisation and comprehension of properties of geometrical figures. This paper reports on how learners in disadvantaged communities improved their understanding of geometric concepts when they used indigenous materials. From a variation and van Hiele’s theoretical perspective, the paper responds to the question: What are the pedagogical practices in integration of IKS in the teaching and learning of mathematics? Results indicated that in cooperative social environments the use of indigenous knowledge and tools assist the learners to develop a particular type of thought to understand, describe, and represent, objects found in their proximity. Furthermore, as they observe, and imitate each other, they subsequently develop higher mental skills.

Bio: Zingiswa Jojo is a full professor in the department of Mathematics Education at UNISA. She is a scholar who serves as the local organizing committee of AMESA, the Commission for African Women in Mathematics (AMU-CAWM), an academic board member in the Athens Institute for Education and Research, and a leader of several projects aimed at promoting Mathematics teaching and learning. Zingiswa holds a PhD in Mathematics Education from the University of KwaZulu Natal.

She has published and presented numerous papers, hosted in some leading universities located in countries like Umea in Sweden, Rio de Janeiro in Brazil, Athens in Greece, Dublin in Ireland, e-Learning in Kigali, Rwanda and PACOM in Congo Brazzaville.