Primary school teachers’ perceptions of the practicability of ethnomathematics pedagogy and teaching of school Mathematics in Southern Cross River State, Nigeria

This study examines primary school teachers' perceptions of the applicability of ethnomathematics concepts in creating learner-friendly Mathematics instructions in the Southern Senatorial Zone of Cross River State, Nigeria. The research aims to explore teachers' attitudes toward integrating ethnomathematics pedagogy into primary school Mathematics teaching, particularly focusing on the use of culturally relevant mathematical concepts in the classroom. A descriptive field survey design was employed, involving 250 randomly selected primary school teachers from Ejagham-speaking communities across four local government areas. Data was collected using a validated 23-item Likert-type questionnaire on the applicability of ethnomathematics concepts (ATEC). Descriptive and inferential statistical methods, including weighted mean scores, were used to analyze the data. The study found that most teachers agreed that ethnomathematics concepts could be effectively applied to primary school mathematics teaching. Based on these findings, it is recommended that ethnomathematics should be integrated into mathematics instruction to enhance students’ learning experiences and promote a culturally relevant and learner-friendly educational environment. This research revealed the significance of incorporating indigenous cultural knowledge in enhancing the quality of mathematics education in Nigeria.