Using oral traditions (stories) in teaching numeracy in early childhood in lower primary p1-3, west Nile sub-region Uganda
Date of Award
12-2014
Document Type
Dissertation
Degree Name
Master of Education (MEd)
First Supervisor/Advisor
Dr. Fortidas Bakuza
Department
Institute for Educational Development, East Africa
Abstract
In traditional Africa, story was one of the teaching approaches used to impart most of multifaceted undocumented indigenous knowledge. Today in schools the world over stories are used to teach children in early childhood and the use extends beyond the school boundary because early childhood educators and parents have ascertained the contributions of stories in young children’s learning. Uses of stories in teaching make children learn and understand the entire world around them and they develop wisdom and skills through creativity to overcome challenges they face. Most teachers relate the use of stories in teaching language and other subjects while they disregard the use in teaching mathematics due to blurred reasons. Studies have confirmed the use of stories to teach numeracy in early childhood and the recently reviewed Uganda primary school curriculum advocates for the use of stories as one of the teaching approaches for mathematics strand. This collaborative action research study therefore investigated circumstances under which we teachers use stories to teach mathematics in early childhood and the challenges we face to pave ways to improve on our classroom practices. The classroom based study aimed at sharing planning and classroom practice while evaluating the outcome through continuous reflections. These were meant to improve on our creativity, expansion of our mathematical knowledge, development of curriculum skills and general pedagogy that would empower us to become better teachers. Paramount in our practice was mutual interdependence in sharing knowledge and materials for improvement in children’s learning through creation of desirable emotional tendencies between teachers and learners that promote overall a community of learning teachers and children. Innovative practice through creative thinking was the steering force as we document all our achievements especially the stories we used in the classroom for our future references.
Recommended Citation
Owiny Anthony Anywar. (2014). Using oral traditions (stories) in teaching numeracy in early childhood in lower primary p1-3, west Nile sub-region Uganda (Unpublished Masters Thesis). Dar es salaam: Aga Khan University