A socially constructed strategy to improve grade 5 mathematics problem-solving through indigenous knowledge systems

Abstract

This study explores the collaborative development, implementation, and evaluation of a culturally responsive mathematics problem-solving framework for Grade 5 learners that integrates Indigenous Knowledge Systems (IKS). Grounded in social constructivism, Ubuntu philosophy, and participatory principles, the research addresses challenges such as low learner engagement, the marginalization of local knowledge, and limited contextual relevance in mathematics education. Using a qualitative Participatory Action Research (PAR) design complemented by Critical Discourse Analysis (CDA), the study examined how classroom and community discourses shaped the construction of mathematical meaning and cultural identity. Grade 5 learners, educators, and community knowledge holders collaborated to co-create and implement IKS-integrated teaching strategies. Data were generated through workshops, interviews, focus groups, observations, reflective journals, and document analysis. Findings reveal that IKS integration enhanced engagement, conceptual understanding, and positive attitudes toward mathematics, while fostering collective ownership and validating indigenous knowledge. Challenges included institutional rigidity and resource constraints, yet iterative PAR cycles and CDA-driven reflection enabled negotiation and adaptation. The study concludes that participatory, culturally situated, and critically discursive approaches bridge formal mathematics and learners’ lived experiences, promoting curriculum inclusivity, decolonisation, and transformative learning. Recommendations support the sustained integration of IKS and critical reflection in mathematics education to achieve meaningful, learner-centered outcomes.