Abstract:
This study sought to identify the mathematics concepts embedded in the cultural practices of the Igalas. In particular, the purpose of the study included identifying the Counting bases and counting system of the Igalas and how they are related to the Hindu-Arabic counting system; identifying the Major occupations and crafts of the Igalas and suggesting some mathematics concepts embedded in them; identifying the religious practices and myths of the Igalas and suggesting some mathematics concepts embedded or implied in them; identifying the various Igala festivals and suggesting some mathematics concepts which are embedded in them; identifying the Games and puzzles of the Igalas and suggesting some mathematic concepts which are embedded in them; identifying the various Igala attires (dressing modes) and the mathematics concepts embedded in them. Five hundred and sixty respondents were used for the study comprising one hundred and sixty mathematics teachers and four hundred adults of Kogi state origin and eight local government areas were randomly selected out of nine local government areas which constitute the Igala ethnic group. Six research questions were formulated to guide the study. An unstructured open-ended questionnaire and an interview schedule were used to elicit responses to generate data for the study. The data obtained were analyzed using frequency counts and percentages. The following findings among others were made: The Igalas counts in base two, five, nine, ten and twenty and these are reflected in their counting systems and these counting systems are basically the same in the Hindu-Arabic counting systems. The Igalas have several occupations and crafts which various mathematics concepts are embedded. Such mathematics concepts includes measurement of distances, perimeters, areas and volumes, estimation, simple proportion and variation, simple equation and algebraic expression, decimal operation, loses, discounts, simple and compound interests, geometric shapes, patterns, statistics, lines, curves, bearings and distances, angle of elevation and depression.The following recommendations among others were made: All mathematics teachers should be using cultural and local examples which are related to the daily experiences of the learners in the mathematics class room instructions. There should be educational policy adjustments and continuous professional development of the teachers taking the culture of the learners into consideration.
