The schools. Shona people caring are mathematical

The Shona is one
of the largest indigenous groups of Zimbabwe. They have their language and are
used by about 75% population of Zimbabwe. The Shona group of people living in Zimbabwe,
located in South Africa, owns the Shona culture. Takawira Kazembe, a lecture at
the University of Zimbabwe took an interview of few people who practice
traditional Shona religion in Zimbabwe and also saw some traditional ceremonies
and practices (Jarus np). Kazembe started that these traditional Shona people
believe in God “Mwari” as the creator and sustainer of the Universe,
in his two ethnographic studies, which were published in 2009 and 2010(Jarus
np). Culture emphasizes beliefs and value, which are often deeply rooted in a
group’s history and traditions. The primary objective of every community is to
preserve their culture and to adapt and improve the existing lifestyle.
Children will get a better future by providing knowledgeable studies in secondary
schools.

Shona people
caring are mathematical knowledge to meet their daily lives. “Mathematics
is a science related to measurements, calculations, discovering
interrelationship and dealing with problems” (Chikodzi and Nyota 5). Shona
people have an appreciable amount of expertise in a field of Mathematics. They
use this experience to fulfill their daily requirements. They have brilliant
mathematical knowledge and innovations to solve community challenges. This is
highly noticeable that rural people can have such high thinking in the field of
mathematics. Also, math had also been known as queen & servant of science
as it rules over all other subjects as well as serves at the same time.
Majority of the world believes that African people don’t possess any useful
knowledge, but they do have a fair amount of ideas and innovations. The
mathematical knowledge of the Shona people is entirely different than the
school mathematics as they use their knowledge in building a hut, clay plots
making, traditional medicine preparation, mixing ratios, etc (Chirume 41). The
Shona mathematics can be utilized and can be improved together. They were using
the terms like time managements and work in daily life unknowingly. They knew
the concept of sharing, which meant to give and receive. They also knew the
Concept of probability. Sharing mathematical knowledge help communities to
solve local challenges and benefits people in the world.

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Teaching Shona
culture in secondary schools is an excellent step as it contains the knowledge
other than the one that is teaching in schools is not able to pass the
knowledge and idea from generation to generation. In schools, the students are
being taught to love others but not our selves; “Thus study calls for the sensitization of teachers and pupils on
the need to promote culture in the school”(Eunitah 28). After the
introduction of teaching Shona culture in secondary Schools that was a very
Positive step but few Drawbacks were there, as the proper planning was not
concerning the teaching of Shona culture. The Shona culture taught thoroughly,
and No exact syllabus was neither Made nor introduced by the education
department. No exams conducted at the term Ending for the Shona Culture so to
improve. This current pattern a Committee made which included five teachers
from all the school types in the district (Eunitah 23). The teachers selected
Were very well trusted by The education department as These teachers were the
ones Who believed in Shona culture till date and up to a Great Extent. Hence,
They Were the ones who was most active in culture Activities as well does
Teaching and evaluating the Shona culture. So, these did data analysis Teachers
by collecting the Data’s form the Secondary school (Eunitah 23). Data analysis
was a constant Process throughout the Investigation. After all those Data
analysis and investigation. Some new plans introduced into the system.
Educational trips arranged to the place, which was related to the history of
Shona culture. During these trips, Students learn that how the traditional
Shona people lived as a society, used to live and Settle together the type of
Shelter. They used their traditional Foods too is and weapons of Those times
etc. these educational Trips are significant as their heritage sites are hawing
Great values to the community. This is the main difference between the school
mathematics and the mathematics of Shona people”(Chirume ). Hence the education policies in the school are
not supporting the current education method as a method for passing it to
generations.  This leads to the need of
promoting the culture in schools as “Shona
men and women in the rural areas are rich sources of mathematical
knowledge”(Chirume 52), and use cheap and user-friendly innovations for
family survived and upbringing. They have cheapest of strongest or optimal or
easiest solution possible.

         Any existing design/pattern requires a
mandatory update after a respective period to stay up-to-date. In the same way,
the development and updating of the current education are necessary to do. This
will lead to proper passing of education to the generation and will also
improve the grade of education given to the students. Regarding aesthetics,
Spirituality symbolic of other Social values that people may link with, as well
as language, Music, dance, rituals, traditions, Etc (Eunitah 26). These types
of educational Trips are very beneficial to all students. Therefore, they get
to know about the critical elements of their culture. Each group of individuals
tries to pass their specialties and culture to their people to come, and this
has been going on for a long time. The instruction arrangements in schools are
not supporting the investigation as a strategy for passing it to ages. Here the
matter of conflict is the Shona culture is being instructed in auxiliary
training in Zimbabwe to enhance teach and morals of each person. The People who
are as yet living in the immature territory and are uneducated are the ones who
require the training the most. The examination found That not all understudies
were Getting profits by those Educational excursions, as just a Small number of
understudies could raise found For the treks, which implies That there were not
very many Students who were getting Benefits from these Educational trips. Also,
few teachers of some schools were not as responsive as they should be. So to
improve all these problems, culture education was arranged at the regular
interval of time. There is a gap between the idea of rural students And urban
students, so the arrangement was Made were these students Can meet each other
and Can share their ideas And innovation. Author Gelfand mention in book “Shona
who are recent arrivals in the urban areas and who on the whole have had little
or only a few years of schooling are more attached to their traditional culture
and religion”(Gelfand 152).

       Teacher in the secondary school doesn’t
value knowledgeable education into the study; however, there is so much talent,
but it is not passing to generations. The brilliant Shona mathematics should be
introduced into the Secondary Schooling System, as the Shona tribe is rich in
the area of mathematical knowledge. This is the knowledge fulfills their daily
needs like shelter foods, weather condition, medicines and mixing ratios,
preserving of their culture, etc (Chirume 41). They have the most grounded,
least expensive, ideal, easy to understand mathematical advancements, which
prompt survival and childhood of their family (Chirume
41). The Shona culture has a lot of idea in their inventory, which is
very beneficial for the future. Hence it will help in shaping their future as
well as their Nationality.

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