Re-situating School Mathematics in Local Histories of Practice: Integrating Indigenous Knowledge Systems in Zambia

This study examines how Indigenous Knowledge Systems (IKS) can be integrated into Zambian mathematics classrooms through an Afrocentric, decolonial lens. Using a convergent parallel mixed-methods design, we combined teacher surveys (n = 55) with semi-structured interviews (n = 15) across rural and urban schools in Southern Province. Four intersecting themes emerged curriculum rigidity, cultural dissonance, teacher uncertainty, and pedagogical resilience. Teachers reported a persistent disconnect between learners’ lived experiences and abstract, Eurocentric syllabi, yet many exercised professional agencies to embed local practices in instruction. We illustrate three history-connected, classroom-ready resources: (i) basket-weaving symmetries for plane isometries and tessellations; (ii) indigenous land-measurement units and pacing/rope methods for estimation, ratio, and unit conversion; and (iii) market arithmetic for proportional reasoning and mental computation. Building on these vignettes, we propose a four-pillar framework for implementation: decolonized curriculum reform, culturally responsive teacher education, community knowledge collaboration (with elders/artisans), and learner identity engagement. The findings position IKS as academically rigorous and central to equity, while offering historically grounded materials that instructors can adopt immediately. We argue that integrating IKS re-situates school mathematics within local histories of practice, advancing instruction that is culturally affirming, socially just, and pedagogically powerful.