Ethnomathematics and Ugandan basketry: an innovative pedagogical tool in teaching and learning school mathematics

Abstract

This study explores how indigenous Ugandan basketry can be integrated into lower secondary school mathematics instruction as a culturally responsive pedagogical resource. Using a qualitative multi-case ethnographic approach, data were collected from indigenous basket weavers, secondary school mathematics teachers, and mathematics teacher educators across four regions of Uganda through interviews, focus group discussions, observations, and document analysis. The analysis identified mathematical concepts embedded in basketry, including geometry, measurement, ratio and proportion, symmetry, and pattern. The findings indicate that basketry can serve as a meaningful context for teaching and learning mathematics by connecting abstract concepts to learners’ cultural experiences. A prototype lesson plan is presented to illustrate how this approach may be implemented in classroom practice. Overall, the study suggests that integrating basketry into mathematics instruction offers a promising pathway for supporting culturally responsive pedagogy and enhancing conceptual understanding.