INTEGRATING INDIGENOUS KNOWLEDGE SYSTEMS INTO ADVANCED MATHEMATICAL FORMULA DEVELOPMENT: A FRAMEWORK FOR CURRICULUM INNOVATION IN SOUTHERN AFRICA

This doctoral research takes a step further to explore how IKS could be deployed to enhance the creation of even more complex formulas for advanced mathematics curricula, thereby providing a sound framework for curriculum enhancement in Southern Africa. It aims at bridging gaps of what Indigenous mathematics has yet to be allowed to contribute to modern mathematics education and higher education development. We use case studies, ethnomathematics, post-colonial education theory, and curriculum development models as discourses in this research to explore how IKS may potentially recast the rephoneticised formulation of mathematical equations in line with the socio-cultural realities of southern Africa. For this reason, the proposed framework revolves around three key elements. First, it supports conceptualizing and cataloguing Indigenous knowledge in mathematics and their rough appreciation as knowledge systems emanating from Indigenous peoples. Second, it focuses on integrating these ideas into current mathematical contexts—within the current storyline of mathematics, integration between traditional and innovative mathematical approaches. Last, it captures the re-contextualization of educational content in collaboration with Indigenous people, scholars, educators, and policymakers for relevance, equity, and practicality. This work also explores the issues involved in implementing IKS in formal education, where resources are scarce; Indigenous knowledge and skills are not valued; culture and timely entry are issues that are not given adequate attention, and there is a critical need to prepare teachers through other professional development programmes to enable them to provide for inclusive education. It outlines an approach to addressing these concerns, including creating culturally appropriate knowledge-sharing Radicals, co-designing curriculum with communities, and pursuing policies of equity. The research states that integrating IKS in formula derivation can redefine education through increased students’ participation, enhanced diversity learning, and ultimately advocating Indigenous cultures. Moreover, it situates this integration as an enabler of future-oriented Implications, a new way of thinking mathematically for solving global problems using the architecture of both old and new knowledge systems. In conclusion, this work aims to enable the sharing of knowledge between indigenous and formal education systems towards prescribing radical changes to curriculum in Southern Africa. It imagines a future in which mathematical education not only represents but also appreciates various forms of knowledge in the region aenhancing the learning climates suitable for the global community. This work forms a platform on which postgraduate scholars, educators and policymakers can collectively reimagine and reposition Indigenous knowledge within advanced mathematical learning and academic pursuit.