An ethnomathematical study of Tchadji: about a Mancala type boardgame played in Mozambique and possibilities for its use in mathematics education
Date
2004
Authors
Ismael, Abdulcarim
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Abstract
This research is in the field of ethnomathematics. The study was carried out in three
phases with the Tchadji-game being its principal focus. Tchadji is a traditional game
played at Ilha de MOyambique, a small Island situated on the northeast coast of
Mozambique. Tchadji belongs to a class of board games known as Mancala, which are
thousands of years old and are played throughout the African continent as well as in other
parts of the world. Mancala games have only recently received due attention as a topic
for research.
The first phase of the research was carried out in the school mathematics classroom. The
outcomes of this phase indicated that games like Tchadji and the three stones (a variant of
the Muravarava game) as a part of Mozambican culture are also rich in providing
opportunities for activities in the mathematics classroom related to the development of
key probabilistic concepts. Quasi-experimental research involving the researcher, 4
mathematics teachers and 162 students showed statistically significant positive effects on
attitude towards the learning of, and performance in probability. These outcomes were
corroborated by qualitative research.
The second phase of this study consisted of ethnographic research amongst master
Tchadji players, which explored the mathematical ideas embedded in the Tchadji-game
and in the procedures for playing the game. The results of this phase of the research
revealed that, the Tchadji-players had mathematical knowledge, skills and ways of
thinking such as counting, logical thinking, calculation, visualisation, recognition of
different numerical patterns and infinity. These results are described in terms of examples
taken from different critical moments of the recorded matches of Tchadji. This way of
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Abstract (PhD thesis)
presenting the results gives insight into the complexity of the methodology used. It also
uncovers different aspects of playing Tchadji, like rules, strategies and tactics. A need for
further investigations of this nature for uncovering mathematical ideas in traditional
culture is also indicated by this research.
As advocated in ethnomathematical research an intervention with (pre and in-service)
student teachers formed the third phase of the research. The results of this phase indicated
that the 24 teachers, who participated in the research, showed enthusiasm, satisfaction
and excitement in experiencing the mathematical richness of Tchadji and in appreciating
possibilities for the use of Tchadji in the mathematics classroom. They were able to
analyse the game independently and to identify embedded mathematical ideas in the
game, like logical thinking, counting and empirical and mental calculation.
The research makes contributions to the field of ethnomathematics itself, to ethnographic
research methodology and to the pedagogy of mathematics.
Description
Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Science, 2004