Indigenizing Mathematics Education in Zambia: Challenges and Perspectives

This study examines the challenges of integrating Indigenous knowledge into mathematics education in Southern Province, Zambia, focusing on curriculum rigidity, teacher preparedness, linguistic barriers, and community engagement. Using a mixed-methods approach, data were collected from 55 mathematics teachers through stratified random sampling and 15 purposively sampled teachers via semi-structured interviews. Findings reveal that the lack of research and documentation on Indigenous mathematical pedagogies (M = 4.25, SD = 0.87) is the most significant barrier, followed by limited collaboration with Indigenous communities (M = 4.09, SD = 0.95) and inadequate teacher training in culturally responsive pedagogy (M = 4.02, SD = 0.92). Teachers highlighted the dominance of Western-oriented textbooks, absence of Indigenous mathematical terminology, and exclusion of Indigenous knowledge holders from curriculum development. Statistical analysis shows that educational background significantly influences teachers’ perceptions (p = 0.048), with doctoral-level educators facing fewer challenges. However, teaching experience does not significantly impact perceptions (p = 0.185), suggesting that both novice and experienced educators struggle equally due to systemic barriers. The study recommends curriculum reforms, specialized teacher training, and collaborative curriculum development with Indigenous knowledge holders. These measures can enhance student engagement, preserve Indigenous knowledge systems, and promote culturally responsive mathematics education. Future research should explore the impact of culturally relevant mathematics on student achievement and sustainable strategies for institutionalizing Indigenous participation in curriculum development.