Hunter-Gatherer Approach to Math Education - Everyday Mathematics in a San Community and Implications on Technology Design

Abstract

K-12 math education is struggling as despite obvious job market benefits, several students choose to discontinue math education when given the possibility. At the same time, advances in learning technologies now enable modes of learning that were impossible up until ten years ago. In this study we analyse math education from scratch by returning to the hunter-gatherer time period and empirically observing how mathematics is present the lives of a San tribe in Southern Namibia with ethnographic analysis. With this work, we propose two high level design considerations for integrating math learning technologies with the hunter-gatherer way of living: (1) integration of learning technologies and real world objects; and (2) the introduction of physical activity and social communication to math education. We discuss how these two design considerations could boost students' motivation to continue learning math also beyond the formal school environment.