The of Zimbabwe. They have their language and are

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.