QUEST FOR INDIGENOUS KNOWLEDGE INTEGRATION INTO MATHEMATICS CURRICULUM FOR PRIMARY SCHOOL TEACHERS’ EDUCATION IN OROMIA REGIONAL STATE, ETHIOPIA

Abstract

This study explored the extent of Indigenous Mathematical Knowledge (IMK) integration in the mathematics teacher education curriculum in Oromia, Ethiopia, using a convergent parallel mixed-methods design. Data from 199 pre-service teachers, curriculum documents, and educator interviews revealed minimal and inconsistent IMK integration in content, pedagogy, and instructional resources. Quantitative findings showed low to neutral perceptions of IMK presence, particularly the lack of localized materials and contextualized content (less than 10%). Qualitative insights resonated with these results, stress educators’ conceptual confusion, limited institutional support, and insufficient culturally responsive pedagogies. Despite supportive national policies, implementation remains symbolic and disconnected from learners’ realities. The study emphasizes the need for a shift from nominal content inclusion to a systemic transformation grounded in Indigenous epistemologies. It calls for clear policy direction, educator capacity building, and community engagement to ensure authentic IMK integration, offering critical implications for curriculum reform in Ethiopia and similar postcolonial education systems.