The Use of Morabara Game to Concretise the Teaching of the Mathematical Content

Tshele J Moloi


This paper uses Morabara as an example of indigenous game to teach mathematical content in a simplified version. Morabara game helps to teach mathematical contents in an interesting way. This study is framed within the community cultural wealth theory, which validates the marginalised knowledge possessed by the subaltern learners. This kind of teaching of mathematics allows various partners such as teachers, parents, other community members and leaders to work collectively. This concurs with what De Corte( 2000) contends about learning as a partnership between learners, teachers, parents, employers, and the community members working together. Thus, the study used Participatory Action Research (PAR) as the method of generating data. As Eruera,(2010) argues that PAR empowers the research participants and ensures that the voices of marginalised people are included and contribute to the teaching and learning of mathematical concepts. The paper employ the Critical discourse Analysis (CDA) to analyse the generated data. CDA is used to get the deeper meaning of the spoken words/text made at both discursive practice and social structures (Mahlomaholo,2012).

DOI: 10.5901/mjss.2014.v5n27p585

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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