Exploration of the Benefits of Linking the Teaching and Learning of Geometry at the Senior High School to the Akan Cultural Practices

Abstract

The purpose of the study was to investigate the paybacks of linking senior high school geometry to Akan cultural practice. The study area was the Ashanti region, which houses a chunk of the Akan people. The targeted population for the study included experienced mathematics teachers and people who are well-versed in Akan traditional art. Ten participants were recruited, including seven experienced mathematics teachers and three craftsmen, using purposive and snowball sampling methods. Data collection was conducted through interviews to elicit in-depth information from participants using a semi-structured interview guide. The data was analysed using thematic analysis. According to the analysis, teaching geometry with an Akan cultural perspective fosters conceptual understanding and raises academic achievement through lifelong learning. Secondary, it produces students who are patriotic and innovative, ready to face real-life challenges instead of becoming a burden on society. The researchers concluded that the Akan culture is embedded with concepts that are geometric, and it serves as good tool for teaching and learning geometry at the Senior High School