A Comparative Analysis

This study is a comparative analysis of Ethnomathematics, modern Mathematics and Mathematical literacy. A survey design techniques was adopted for the study. Questionnaire and interview method was used to investigate this study. It employed the use of purposive sampling procedure. Five public Secondary Schools were selected from each Tribe (Yoruba, Igbo and Hausa) in their geopolitical zones in Nigeria. In analyzing the data, descriptive and inferential statistics including simple percentage and t-test were used. Results were tested at the 0.5 level of significance. Findings indicated that teachers and students are aware of cultural mathematical values which showed that Hausa, Igbo and Yoruba culture of Nigeria promotes mathematical knowledge before infiltration by western culture. However, the result revealed that teachers do not use this cultural and indigenous knowledge during teaching and learning process, even though mathematical literacy is gaining ground. Notably, some custodians of history in the sampled areas during interview session described those cultural elements and traditions by their ancestors in numbering, counting, locating, moon events, measuring and designing.