Jesse Aondofa ABA and Joshua Abah ABAH
Department of Mathematics Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria
The study investigate the mathematical dimensions of the shiva and uyerver children plays of the Tiv people of Akor Village in Guma Local Government Area of Benue State, Nigeria. Six research questions and were formulated to guide the study. The study employed a phenomenological research design to achieve the objectives of the study. The study population consists of the entire population of people living in Akor village of Guma Local Government Area of Benue State. The study used a sample of twelve (12) respondents which comprised male and female indigene of Akor village of Guma Local Government Area of Benue State. The data collected was analyzed using the narrative analysis. The results showed that traditional games influenced language skills development of basic education pupils when they can speak in sentences of five or more words about games, recite poems with increasing construction activity and name favourite games. Traditional game like shiva and uyerver influenced social skills development and mathematics of pupils through their ability to tell stories, report experience, sing and dramatize and logically scale through the conditions of the game to emerge as winners. The study recommended that pupils should be encouraged to play with traditional games like shiva and uyerver in their environment since through their interaction with these games, they achieve all-round development more so academic excellence. Therefore teachers should find the need to conserve resources and not flood the school arena with wanton toys that may not have any cognitive relevance.
Keywords: Ethnomathematics, Traditional Games, Shiva, Uyerver, Akor Guma, Mathematics Education, Tiv
How to Cite this Article:
Aba, J. A. & Abah, J. A. (2021). Ethnomathematical Dimensions of the Shiva and Uyerver Children Plays of the Tiv People of Akor Village in Guma Local Government Area of Benue State, Nigeria. VillageMath Educational Review (VER), 2(1), 78-106. https://doi.org/10.5281/zenodo.4957879