Culturally relevant game-based mathematics learning for enhancing foundational learning in sub-Saharan Africa

Abstract

This research aligns with studies that investigate the role of indigenous knowledge in the teaching and learning of mathematics in sub-Saharan African countries. It examines the impact of indigenous knowledge on foundational learning through the lens of culturally based game learning. Specifically, the study focuses on two traditional board games, Igisoro and Gebeta, found in Rwanda and Ethiopia, respectively. Although highlighted in these national contexts, these games are not unique to the two countries; variants of them are widely found across sub-Saharan Africa. An ethnographic research approach was adopted, enabling the use of multiple data collection methods, including observations, interviews, field notes, document analysis, and video recordings. The findings indicate that culturally embedded games can foster key foundational learning competencies such as numeracy, literacy, social and emotional skills, critical thinking, and digital literacy. These results demonstrate the potential of indigenous knowledge to support foundational learning in a cost-effective manner, given that such games are readily accessible within local sociocultural contexts across the region. However, existing research also points to a lack of deliberate and systematic efforts to integrate culturally based game learning into formal school systems.
Contribution: The study demonstrates the use of cultural artefacts, like the two traditional board games, Igisoro from Rwanda and Gebeta from Ethiopia, as pedagogically rich learning resources that support multiple foundational learning competencies.