Using Indigenous Games as a Resource for Teaching Mathematics

Abstract

This study contended that Grade 1 learners can use the indigenous Amagende game as part of their learning, especially in mathematics. In line with this assertion, this paper's authors explored the impact of Amagende in learning numeracy skills. This qualitative case study, underpinned by Mbigi's Collective Fingers Theory, conducted semi-structured interviews and classroom observations by engaging five Grade 1 teachers. The findings revealed that indulging in indigenous games like Amagende as a teaching strategy encourages literacy, numeracy, and personal development in early learning. It was recommended that teachers should consider indigenous games as tools to enhance mathematics performance in Grade 1 classrooms. This means there can be a cross-pollination of African and Western Indigenous games. This study contributes to new knowledge by highlighting that incorporating a native game like Amagende into the curriculum can increase gamification tactics and social and cognitive development.