"The Role of Educational Policy in Supporting Indigenized Mathematics Pedagogies in Southern Province, Zambia"

Abstract

This study examines how educational policy in Zambia enables—or constrains—the indigenization of mathematics pedagogy in Southern Province. Framed by culturally responsive and decolonial perspectives, we used a sequential exploratory mixed-methods design: a survey of 55 mathematics teachers followed by 15 in-depth interviews. Quantitative results indicate teachers view current policy support as moderate (M=3.2/5). One-sample t-tests showed significant deficits in culturally relevant resources (t=−2.72, p=.01) and significant positives for teacher confidence (t=2.76, p=.01) and student engagement when local knowledge is used (t=4.62, p<.001). A multiple regression (R²=.52) identified professional development (β=.35, p=.002), community collaboration (β=.28, p=.015), resource availability (β=.31, p=.007), administrative support (β=.24, p=.049), and teacher confidence (β=.36, p=.001) as significant predictors of perceived policy effectiveness. Qualitative themes corroborated these patterns, highlighting: (1) implementation challenges (training and materials gaps), (2) observable gains in engagement and conceptual understanding when local languages/contexts are used, (3) the necessity of community and traditional-leader co-design, and (4) uneven support from authorities alongside teacher-led innovation. Findings suggest Zambia’s 1996 National Education Policy and 2013 Revised Curriculum provide a normative basis for indigenized mathematics, but classroom translation hinges on clear implementation guidance, targeted CPD, and material provision. We recommend: explicit policy mandates for IKS and local-language integration in mathematics; funded, practice-based CPD; development and distribution of culturally grounded task banks; participatory curriculum governance with communities; and assessment adaptations that value cultural reasoning. Strengthening these levers can align equity aspirations with day-to-day teaching, improving mathematics outcomes while affirming cultural identity.