Integrating Ethnomathematical Activities in the Foundation Phase as Means of Decolonisation: Insights from Indigenous Knowledge Systems.

The article focuses on integrating ethnomathematical activities—mathematical concepts rooted in Indigenous Knowledge Systems (IKS)—into South Africa’s foundation phase mathematics curriculum as a means of decolonising education. Grounded in the Curriculum and Assessment Policy Statement (CAPS) by the South African Department of Basic Education, the study highlights how incorporating culturally relevant activities such as Indigenous games, art, music, dance, and traditional board games can enhance learners’ mathematical understanding while affirming their cultural identities. It argues that such integration addresses the ongoing dominance of Eurocentric curricula by valuing Indigenous mathematical knowledge, thereby fostering learners’ confidence and connection to their heritage. The study draws on secondary data from policy documents and academic literature, emphasizing the sociocultural theory framework and recommending practical ethnomathematical activities to enrich early mathematics education in culturally responsive ways.