Culturally Responsive Geometry Instructions in Secondary School: Perspectives of In-Service Mathematics Teachers

The study explores secondary school teachers’ perceptions of the adoption of culturally responsive geometry instruction (CRGI). The research was carried out utilizing a survey design. The mathematics teachers from Ondo State secondary schools in Nigeria make up the study population. The study participants were 218 mathematics teachers selected through a multistage sampling procedure. An adapted instrument consisting of three sections, with the first section seeking participants’ biodata, the second section tagged CRGI adoption questionnaire, and the third section tagged CRGI self-efficacy questionnaire, was used for data collection after determining its reliability index. The study reveals that teachers exhibited a moderate level of perception regarding adopting CRGI. Also, the teacher possessed a moderate level of self-efficacy in implementing CRGI. In addition, gender significantly influenced teachers’ perceptions of adopting culturally responsive instruction in teaching geometry. The study further shows that mathematics teachers’ perception of their self-efficacy in implementing CRGI is not significantly influenced by gender. Sequel to the conclusion of the research, it was suggested that teachers actively engage with their students’ cultural backgrounds to integrate culturally relevant examples into geometry instruction.