Exploring ethnomathematics as a teaching approach in learning secondary school mathematics using Omweso game in Zesui Sub-County in Sironko District

Abstract

This study dealt with exploring ethnomathematics as a teaching approach in learning secondary school mathematics using Omweso game in Zesui Sub County in Sironko District. Omweso game is used a teaching tool in learning mathematical concepts namely counting, patterns, and logical thinking. The study was guided by the following objectives; to identify the mathematics concepts found in Omweso game, to find out how the mathematical concepts can be taught using Omweso game and to establish the challenges teachers would face while teaching mathematics using Omweso game. The sample size used was 12 secondary school mathematics teachers from the selected secondary schools in exploring ethnomathematics as a teaching approach in learning school mathematics using Omweso game. The study employed a multi case study design that involved examining responses got teachers from the sampled schools in depth and then comparing responses to identify patterns, differences, and shared meanings on issues concerning exploring ethnomathematics as a teaching approach in learning school mathematics using Omweso game. In-depth interviews, and focus group discussion guides were used as tools to collect qualitative data from the participants. The results were analyzed using thematic analysis based on the themes and codes gathered from the data collected. The study findings revealed that the Omweso game embodies a wide range of mathematical concepts such as counting, addition, subtraction, multiplication, division, probability, spatial reasoning, circle geometry, line symmetry, reflections, transformations, and modular arithmetic, making it a valuable assessment, learning, and pedagogical tool in secondary mathematics. Teachers used the game to engage learners interactively, though challenges such as limited teacher expertise, classroom management issues, unequal participation, and difficulties in adapting the game to diverse learning styles were noted. In conclusion, Omweso provides a culturally relevant and practical approach for strengthening mathematical understanding, but its effectiveness depends on teacher mediation, structured reflection, and proper integration into the curriculum. The study recommended the need to include mapping Omweso game’s concepts to curriculum standards, training teachers through continuous professional development, designing lessons that integrate multiple mathematical concepts, enhancing classroom management strategies, tailoring the game to different learner abilities, and ensuring support from the Ministry of Education through provision of resources and textbooks that contextualize mathematics using cultural games like Omweso game.