According the largest indigenous groups of Zimbabwe. They

According to
History, 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. 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
essential goal of each group is to save their way of life and to adjust and
enhance the current way of life. 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 44). 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 Least Expensive of idea or simplest
solution possible.