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Teacher Trainees‟ Perception of Indigenous Knowledge in Mathematics at Colleges of Education in Northern Ghana

The continuous search for better ways of improving the teaching and learning of mathematics in schools leading to improved learning out comes on the part of learners have posed a great strain on mathematics educators in the 21st century. This paper examines the perceived indigenous knowledge in mathematics within the Colleges of Education in Northern Ghana. The survey design was adopted for the study. Population was made up of teacher trainees’ of Bagabaga, Tamale, St John Bosco and NJA colleges of Education. A sample size of 500 trainees was used for the study. Questionnaire was the main instrument used for data collection. Frequency counts and percentages and narratives were the main tools used for data analysis. It revealed that indigenous game (Man-to-Man) within the college communities contain concepts and skills in mathematics. It therefore recommended that mathematics teachers at the various colleges of education should tap and use these concepts during the teaching and learning of mathematics.