Abstract:
This study explored the teacher trainees and their tutors’ receptiveness to cultural relevance of mathematics in the Colleges of Education. A sequential explanatory mixed-methods design was used to explore the receptiveness of 1,160 teacher trainees and their 34 tutors to cultural relevance of mathematics teaching and learning. Participants were sampled from five Colleges of Education in one out of the five PRINCOF zones using convenient, purposive and stratified random sampling techniques. The data were collected through the use of questionnaires and semi-structured focus group interview guides. The quantitative data collected was analysed using descriptive statistics (percentages, means, and standard deviations) and inferential statistics (MANOVA). The qualitative data was analysed thematically and presented as narrative descriptions with illustrative examples. The findings showed that both teacher trainees and their tutors’ perceptions about mathematical knowledge, mathematics pedagogy, and the links between culture and mathematical knowledge indicated trends toward cultural-related perceptions. In addition, their perceptions about links between culture and mathematics pedagogy, and the links between culture and mathematics curriculum were also cultural-related, an indication that their views were generally cultural-related. Again, sex had significant effect on teacher trainees' and a non-significant effect on their tutors’ perceptions. Besides, the programmes of study and grade levels had significant effect on teacher trainees’ perceptions. Again, it was found that there was significant difference in the perceptions of teacher trainees and their tutors. The study recommends among others that teacher education institutions should leverage on the receptiveness of teacher trainees and tutors to promote culturally responsive pedagogies in Colleges of Education.
