USING TECHNOLOGY TO TEACH MATHEMATICAL CONCEPTS THROUGH CULTURAL DESIGNS AND NATURAL PHENOMENA

The paper explores use of ICTs to teach mathematics through designs from indigenous knowledge and of natural phenomena as part of efforts to integrate technology in mathematics education in Botswana. We believe that drawing mathematical concepts from indigenous knowledge (ordinary baskets) and natural phenomena (flowers) with the help of technology has the potential to invoke student’s interest in the mathematics being learnt. It was hypothesize that basketry pattern designs and floral patterns in Botswana, are models of geometrical patterns that follow some fundamental mathematical principles. We believe that mathematical concepts such as symmetry, measurement, data analysis and probability, problem solving, reasoning and proof, connections, representation, etc. can be derived from analyzing such patterns. Computer imitation, modeling, or graphic designing are new areas where mathematical concepts are embedded and we believe students can develop basic skills, and positive attitudes towards mathematics through the activities of modeling natural patterns with the aid of a computer. Researcher acknowledge a growing interest in teaching using indigenous knowledge (particularly in the natural sciences) and we see the potential of this interest in the area of mathematics. ICTs are reported to enhance the teaching and learning of mathematics, and their use in modelling mathematical concepts is not misplaced. The present work therefore, explores the use of technology to teach mathematics through patterns of baskets and flowers as found in Botswana’s natural habitation. We therefore suggest using graphic fabrication software (Scratch, Inkscape, SketchUp) and common software (MS Excel) to help students learn standards-based mathematics from their surroundings.