African Journal of Research in Mathematics, Science and Technology Education

Zoleka Gula

Zingiswa Jojo

African Journal of Research in Mathematics Science and Technology Education

Harnessing Indigenous Knowledge for Teaching of Mathematics for Sustainable Development in Rural Situated Primary Schools

利用本土知识促进农村地区小学可持续发展数学教学

In South Africa and in many other parts of the world, decolonising the curriculum has become a valued goal, while frameworks that would systematically support the decolonising project through instructional design are not broadly available. In this conceptual paper we bring readers to consider one framework for instructional design, the theory of Realistic Mathematics Education, and discuss how it can aid in decolonising education in primary years. We exemplify our conceptual position through an instructional design for teaching length measurement—a key grounding practice in both early years mathematics and science throughout the world. We propose that the resulting decolonised narratives are not only useful in marginalised contexts of countries with a history of colonisation. Due to their positioning of mathematics as a human endeavour, these narratives are capable of generating meaningful, equitable engagement with mathematics for diverse student groups in a variety of educational settings.

Jana Visnovska

Mellony Graven

José Luis Cortina

Pamela Vale

Decolonising Content Narratives in Mathematics and Science Education: The Case of Reinventing Length Measurement

去殖民化数学与科学教育中的内容叙事：以重新发明长度测量为例

Mjege Kinyota

Investigating Scientific Reasoning Among Early Graders in Tanzania in the Context of Ill-structured Problem-solving

探究坦桑尼亚低年级学生在非结构化问题解决情境下的科学推理能力

Nadaraj Govender

Angela Stott

Special Issue of the <i>African Journal of Research in Mathematics, Science and Technology Education</i> ( <i>AJRMSTE</i> ): The Role of IKS in STEM Education for Addressing the Sustainable Development Goals

《非洲数学、科学和技术教育研究杂志》（AJRMSTE）特刊：IKS在应对可持续发展目标的STEM教育中的作用

South Africa boasts a variety of herbal medicines based on the availability of medicinal plants utilised by diverse communities for healing. This study aimed to evaluate the knowledge and attitude of Health Sciences students at a South African university, including cohorts of future doctors, nurses, physiotherapists, pharmacists and occupational therapists, towards the use of herbal medicines as alternative medicine. A closed-ended questionnaire was administered to 144 students in their first year of study. The results revealed that all student cohorts had knowledge of herbal medicines with three cohorts expressing reservations about self-treatment. Although most cohorts reported personal use of herbal medicines, they relied on their experiences or colleagues' recommendations for self-treatment. The cohorts acknowledged the use of herbal products by the industry but perceived limited availability in shopping outlets. Most physiotherapy, nursing and pharmacy students viewed traditional healers as a last resort and were uncertain about choosing a pharmacist or orthodox doctor over a traditional healer who would provide natural remedies such as herbal medicines. Notably, the students emphasised the need for scientific inquiry to validate the use of herbal medicines. Using the three pillars of sustainable development, the findings indicate that the vast majority of all cohorts in this study are aware of the cultural and social contribution that herbal medicines make to sustainable healthcare. A sizeable majority of all cohorts apart from the nursing students appreciate the environmental contribution to sustainable healthcare, but only a minority of all cohorts acknowledge the economic contribution herbal medication can make to sustainable healthcare. The current Health Sciences curriculum does not explicitly include content on the use of indigenous medicines including herbal medicines. Since most of South Africa's population relies on herbal medicines, it is essential to incorporate these topics into the Health Sciences curriculum, equipping future doctors and allied health professionals with better knowledge and communication skills.

Mpho Mashigo

Ida Risenga

Shalini Dukhan

First-year Health Sciences Students’ Perspectives on Indigenous Knowledge and Medical Practices

一年级健康科学学生对本土知识和医疗实践的看法

Understanding climate and its associated factors was familiar to Africans before contact was made with Western-made science. Introducing African learners to formal education seems to bring a disconnect between their indigenous knowledge about their environment and what is taught in the formal school curriculum. The indigenous knowledge systems related to environmental conservation and climate change in Africa are sparingly represented in the official curriculum, which is dominated mainly by the Western science experience. This study identified the Yoruba Indigenous Knowledge System (YIKS) relevant to teaching environmental-related concepts. The Yoruba culture that is prominent in southwestern Nigeria is put into perspective under ethnoreligious practices, knowledge of indigenous food crops, and indigenous knowledge of weather and climate themes. The study relied upon the multi-sourced method to obtain data. The primary data was sourced from community elders, local farmers, experienced extension officers who have worked among the Yoruba, Yoruba language experts and a Yoruba experienced ethnobiologist who was selected through snowballing. The data were content analysed. Among the YIKS on weather and climate is that rains are categorised based on their characteristics and timing. This YIKS is useful when learners are taught weather charts or diaries, and they can refer to the rain category based on the specified characteristic of the rain beyond indicating that there was rain. Based on the findings from this study, recommendations are made on how YIKS related to environmental conservation can be used to reinforce meaningful learning of environmental conservation and climate change to protect the environment.

Nathaniel Ayodeji Omilani

Abiodun Adekunle Bada

Identification of Yoruba Indigenous Knowledge Systems Relevant for Teaching and Addressing Environmental Conservation and Climate Change

约鲁巴本土知识体系识别：与环境保育及气候变迁教学和应对相关的知识

Abbreviation	Afr. J. Res. Math. Sci. Technol. Educ.
Journal Impact	0.51
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q4)

ISSN	1811-7295, 2469-7656
h-index	19

Publication Information	Publisher: Taylor and Francis Ltd.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1997，Proportion of original research papers: 94.12%，Self Citation Rate:28.60%， Gold OA Rate: 19.48%

African Journal of Research in Mathematics, Science and Technology Education

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Harnessing Indigenous Knowledge for Teaching of Mathematics for Sustainable Development in Rural Situated Primary Schools

Decolonising Content Narratives in Mathematics and Science Education: The Case of Reinventing Length Measurement

Investigating Scientific Reasoning Among Early Graders in Tanzania in the Context of Ill-structured Problem-solving

Special Issue of the African Journal of Research in Mathematics, Science and Technology Education ( AJRMSTE ): The Role of IKS in STEM Education for Addressing the Sustainable Development Goals

First-year Health Sciences Students’ Perspectives on Indigenous Knowledge and Medical Practices

Decolonising Content Narratives in Mathematics and Science Education: The Case of Reinventing Length Measurement

Investigating Scientific Reasoning Among Early Graders in Tanzania in the Context of Ill-structured Problem-solving

Identification of Yoruba Indigenous Knowledge Systems Relevant for Teaching and Addressing Environmental Conservation and Climate Change

Special Issue of the African Journal of Research in Mathematics, Science and Technology Education ( AJRMSTE ): The Role of IKS in STEM Education for Addressing the Sustainable Development Goals

First-year Health Sciences Students’ Perspectives on Indigenous Knowledge and Medical Practices