“Opportunities for Indigenizing Mathematics Pedagogies and Practices in Southern Province, Zambiaâ€

This study investigates the opportunities perceived by teachers in implementing indigenized mathematics education in Southern Province, Zambia. Indigenized education aims to integrate indigenous knowledge and cultural practices into mainstream curricula, enhancing educational relevance and inclusivity. Employing a sequential exploratory mixed-methods design, this research collected quantitative data from structured questionnaires distributed to 55 mathematics teachers and qualitative data from in-depth interviews with 15 teachers. The findings reveal multiple perceived benefits of indigenized mathematics education. Teachers reported that such an approach enhances student understanding and engagement by making mathematical concepts more relatable to students’ cultural contexts. It also fosters a sense of pride and identity, bridges the gap between traditional knowledge and formal education, and strengthens school-community relationships. The study underscores the necessity of professional development programs focused on indigenous pedagogies, the creation of culturally relevant teaching materials, and the active involvement of indigenous communities in educational processes. The results highlight significant opportunities for improving mathematics education through the integration of indigenous knowledge. These insights provide a foundation for policy and practice enhancements aimed at creating a more inclusive and culturally responsive educational system. Future research should focus on expanding sample sizes, examining long-term impacts of professional development and curriculum reforms, conducting comparative studies, and exploring interdisciplinary approaches to further understand the benefits and challenges of indigenized education.