Decolonising mathematics education: Towards a culturally relevant pedagogy
DOI:
https://doi.org/10.38140/ijer-2025.vol7.1.26Keywords:
critical consciousness, culturally relevant pedagogy, Eurocentricism, non-Western contributions, social justiceAbstract
This study investigates the existence of Eurocentric biases in mathematics teacher education programmes within South African higher education, focusing on the experiences and viewpoints of mathematics lecturers, mathematics student teachers, and department heads. It seeks to fill gaps in understanding how these biases impact educational practices and how the incorporation of culturally responsive pedagogy can eliminate them. Underpinned by an interpretivist paradigm, this study employed a qualitative research approach and a case study design. A purposive sampling technique was used to select two mathematics lecturers, ten mathematics student teachers in their fourth year of study, and a head of department, resulting in a total of thirty-nine samples from three purposively selected traditional universities across two provinces in South Africa. Thematic analysis was used to examine data gathered from semi-structured interviews, observational notes, and documents. Thematic coding was performed inductively, leading to the identification of principal themes that represent participants’ perspectives. Findings reveal a significant recognition of Eurocentric biases in mathematics education, with participants expressing concerns about the lack of culturally relevant content and pedagogical approaches. Based on the findings, the study concludes that addressing these biases is crucial for fostering inclusive educational environments and enhancing the effectiveness of culturally responsive teaching in mathematics. It underscores the need for mathematics teacher education programmes to align their curricula with the diverse cultural contexts of South Africa, promoting social justice and equity in mathematics education.
References
Aikenhead, G. S. (2017). Enhancing school mathematics culturally: A path of reconciliation. Canadian Journal of Science, Mathematics and Technology Education, 17(2), 73–140. https://doi.org/10.1080/14926156.2017.1308043
Alam, A., & Mohanty, A. (2023). Cultural beliefs and equity in educational institutions: Exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics. International Journal of Adolescence and Youth, 28(1), 1–24. https://doi.org/10.1080/02673843.2023.2270662
Attard, C., & Holmes, K. (2020). "It gives you that sense of hope": An exploration of technology use to mediate student engagement with mathematics. Heliyon, 6(1), 1-21. https://doi.org/10.1016/j.heliyon.2019.e02945
Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19(2), 179–191. https://doi.org/10.1007/BF00751231
Bray, A., & Tangney, B. (2016). Enhancing student engagement through the affordances of mobile technology: A 21st-century learning perspective on realistic mathematics education. Mathematics Education Research Journal, 28(1), 173–197. https://doi.org/10.1007/s13394-015-0158-7
Bullock, E. C. (2024). Racialised deviance as an axiom in the mathematics education equity genre. Educational Studies in Mathematics, 116(3), 333–350. https://doi.org/10.1007/s10649-023-10260-x
Christou, P. (2025). Looking beyond numbers in qualitative research: From data saturation to data analysis. The Qualitative Report, 30(1), 3088–3100. https://doi.org/10.46743/2160-3715/2025.7560
Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. In Qualitative psychology: A practical guide to research methods (pp. 222–248).
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles: SAGE.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. New York: Sage Publications.
De Vaus, D., & de Vaus, D. (2013). Surveys in social research. Routledge. https://doi.org/10.4324/9780203519196
Elamin, M. O. I. (2024). Muhammad ibn Musa al-Khwarizmi: The pioneer of algorithms and his enduring legacy in artificial intelligence. Journal of Ecohumanism, 3(8), 10853–10874. https://doi.org/10.62754/joe.v3i8.5896
Ernest, P. (2010). The scope and limits of critical mathematics education. In Critical mathematics education: Past, present and future (pp. 65-87). Brill. https://doi.org/10.1163/9789460911644_007
Ernest, P. (2024). The ethics of authority and control in mathematics education: From naked power to hidden ideology. In Ethics and mathematics education: The good, the bad and the ugly (pp. 199-249). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-58683-5
Freire, P. (1970). Cultural action and conscientization. Harvard Educational Review, 40(3), 452-477. https://doi.org/10.17763/haer.40.3.h76250x720j43175
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123-139. https://doi.org/10.1080/2005615X.2015.1072079
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Gichuru, M. J. (2017). The interpretive research paradigm: A critical review of its research methodologies. International Journal of Innovative Research and Advanced Studies (IJIRAS), 4(2), 1-5.
Giroux, H. A. (2024). Theory and resistance in education: Towards a pedagogy for the opposition. Bloomsbury Publishing. https://doi.org/10.5040/9781350458529
Goos, M. (2020). Mathematics classroom assessment. In Encyclopaedia of mathematics education. Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_104
Grossberg, L. (1996). Identity and cultural studies: Is that all there is? Questions of Cultural Identity, 1(1), 87-107. https://doi.org/10.4135/9781446221907.n6
Gutstein, E. (2007). "And that's just how it starts": Teaching mathematics and developing student agency. Teachers College Record, 109(2), 420-448. https://doi.org/10.1177/016146810710900203
Gutstein, E., & Peterson, B. (2005). Rethinking mathematics: Teaching social justice by the numbers. Rethinking Schools.
Gyamera, G. O., & Burke, P. J. (2018). Neoliberalism and curriculum in higher education: A post-colonial analysis. Teaching in Higher Education, 23(4), 450-467. https://doi.org/10.1080/13562517.2017.1414782
Jablonka, E. (2014). Critical thinking in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. [page range]). Springer. https://doi.org/10.1007/978-94-007-4978-8_35
Kathuria, A. (2024). Innovative approaches to algebra: Theory and applications across mathematical disciplines. Arya Bhatta Journal of Mathematics and Informatics, 16(2), 167–174. https://doi.org/10.5958/2394-9309.2024.00024.0
Kim, K. H. (2005). Learning from each other: Creativity in East Asian and American education. Creativity Research Journal, 17(4), 337–347. https://doi.org/10.1207/s15326934crj1704_5
Kohn, A. (2000). The case against standardised testing: Raising the scores, ruining the schools. Heinemann.
Kolovou, M. (2023). Embracing culturally relevant education in mathematics and science: A literature review. The Urban Review, 55(1), 133–172. https://doi.org/10.1007/s11256-022-00643-4
Kumar, R., Zusho, A., & Bondie, R. (2018). Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist, 53(2), 78–96. https://doi.org/10.1080/00461520.2018.1432361
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. New York: Teachers College Press.
Ladson-Billings, G. (2023). Yes, but how do we do it? Practising culturally relevant pedagogy. In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms (pp. 33–46). Routledge. https://doi.org/10.4324/9781003448709-6
Lubienski, S. T. (2000). Problem-solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31(4), 454–482. https://doi.org/10.2307/749653
Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM, 51(1), 869–884. https://doi.org/10.1007/s11858-019-01100-5
Martin, D. B. (2010, March). Not-so-strange bedfellows: Racial projects and the mathematics education enterprise. In U. Gellert, E. Jablonka, & C. Morgan (Eds.), Proceedings of the Mathematics Education and Society 6th International Conference (pp. 57–79). Freie Universität Berlin.
Mavuso, M. P., Olawale, E., & Mkosi, N. (2021). Integration of indigenous knowledge in the intermediate phase curriculum: A case of South African schools. In Knowledge, Innovation and Enterprise (KIE) Conference (Vol. 1, pp. 7-19).
Moss, K., & Faux, W. V. (2006). The enactment of cultural identity in student conversations on intercultural topics. The Howard Journal of Communications, 17(1), 21-37. https://doi.org/10.1080/10646170500487905
Mudaly, V. (2018). Decolonising the mind: Mathematics teachers explore possibilities for indigenising the school curriculum. Journal of Education, (74), 67-84. https://doi.org/10.17159/2520-9868/i74a05
Murrell, P. C. Jr. (2017). Race, culture, and schooling: Identities of achievement in multicultural urban schools. Oxfordshire, UK: Routledge. https://doi.org/10.4324/9781315089232
Nilimaa, J. (2023). New examination approach for real-world creativity and problem-solving skills in mathematics. Trends in Higher Education, 2(3), 477-495. https://doi.org/10.3390/higheredu2030028
Noddings, N., & Brooks, L. (2016). Teaching controversial issues: The case for critical thinking and moral commitment in the classroom. New York: Teachers College Press.
Olawale, B. E. (2021). Democratic citizenship in mathematics teachers' preparation in South African universities [Unpublished PhD thesis, University of Fort Hare, South Africa].
Olawale, B. E. (2022). Democratic citizenship in mathematics teacher preparation in South African universities: Contradictions in theory and practice. International Journal of Pedagogy and Teacher Education, 6(2), 126-139. https://doi.org/10.20961/ijpte.v6i2.61574
Olawale, B. E. (2023). Teacher quality and learner achievement in South African schools. In Academic Performance: Students, Teachers and Institutions on the Stage (pp. 1-18). IntechOpen. London, UK.
Olawale, B. E. (2025). Equity and social justice in mathematics teacher preparation: Diving into the nitty-gritty. In B. E. Olawale (Ed.), Building the foundations: Effective approaches in mathematics teacher preparation (pp. 1-21). ERRCD Forum. https://doi.org/10.38140/obp3-2025-01
Olawale, B. E., Hendricks, W., & Saddiq, K. (2025). Education for sustainable development and its implication for the preparation of pre-service mathematics teachers. In B. E. Olawale (Ed.), Building the foundations: Effective approaches in mathematics teacher preparation (pp. 88-104). ERRCD Forum. https://doi.org/10.38140/obp3-2025-06
Olawale, B. E., Mncube, V. S., & Harber, C. (2021). Critical social pedagogy in mathematics teacher education. International Journal of Higher Education, 10(6), 93-104. https://doi.org/10.5430/ijhe.v10n6p93
Olawale, B. E., Mncube, V., & Harber, C. R. (2022). Democratic citizenship education: Towards a model for establishing democratic mathematics teacher education. South African Journal of Higher Education, 36(3), 177-193. https://doi.org/10.20853/36-3-4681
Parra, A., & Trinick, T. (2018). Multilingualism in indigenous mathematics education: An epistemic matter. Mathematics Education Research Journal, 30(1), 233-253.
Santamaría, L. J., & Jean-Marie, G. (2014). Cross-cultural dimensions of applied, critical, and transformational leadership: Women principals advancing social justice and educational equity. Cambridge Journal of Education, 44(3), 333-360. https://doi.org/10.1080/0305764X.2014.904276
Skovsmose, O. (1994). Towards a critical mathematics education. Educational Studies in Mathematics, 27(1), 35-57. https://doi.org/10.1007/BF01284527
Skovsmose, O. (2020). Critical mathematics education. Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_34
Sleeter, C. E., Neal, L. I., & Kumashiro, K. K. (2014). Diversifying the teacher workforce. New York: Routledge. https://doi.org/10.4324/9781315818320
South African Qualifications Authority. (2008). Regulations for resolving a dispute in terms of the National Qualifications Framework Act, 2008 (GN R743 in GG 33483 of 27 August 2010). In The National Qualifications Framework Act 67 of 2008. Juta & Company Limited.
Stinson, D. W., Subramanian, J., & Yeh, C. (2024). Strengthening equity and social justice research in mathematics education through critical interrogations of white supremacy and settler colonialism. In M. Clements, B. Kaur, T. Lowrie, V. Mesa, & J. Prytz (Eds.), Fourth international handbook of mathematics education (pp. 21). Springer International Handbooks of Education. https://doi.org/10.1007/978-3-031-51474-6_21
Thanh, N. C., & Thanh, T. T. (2015). The interconnection between interpretivist paradigm and qualitative methods in education. American Journal of Educational Science, 1(2), 24-27.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Warren, C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169-183. https://doi.org/10.1177/0022487117712487
Webb, N. M., Franke, M. L., Ing, M., Turrou, A. C., Johnson, N. C., & Zimmerman, J. (2019). Teacher practices that promote productive dialogue and learning in mathematics classrooms. International Journal of Educational Research, 97, 176-186. https://doi.org/10.1016/j.ijer.2017.07.009
White, A. M., DeCuir-Gunby, J. T., & Kim, S. (2019). A mixed methods exploration of the relationships between the racial identity, science identity, science self-efficacy, and science achievement of African American students at HBCUs. Contemporary Educational Psychology, 57, 54–71. https://doi.org/10.1016/j.cedpsych.2018.11.006
Yin, R. (2014). Case study research: Design and methods (5th ed.). Sage Publications. https://doi.org/10.4135/9781473915480.n38
Zembylas, M. (2018). Decolonial possibilities in South African higher education: Reconfiguring humanising pedagogies as/with decolonising pedagogies. South African Journal of Education, 38(4), 1-11. https://doi.org/10.15700/saje.v38n4a1699
Published
How to Cite
Issue
Section
Copyright (c) 2025 Babawande Emmanuel Olawale
This work is licensed under a Creative Commons Attribution 4.0 International License.
