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KEYWORDS Indigenous Materials. Communication. Mathematics Teaching. Technology. Curriculum Development ABSTRACT This paper explores the use of indigenous materials to promote better communication and understanding of mathematical concepts among learners in classroom teaching. It is illustrated on how to use local materials to construct figures that results into proof of mathematical theorems and also examples given are illustrated using Sketchpad program to explore how this technology tool can be used to renovate traditional artefacts in teaching and learning mathematics. The authors argue that such an approach, of using local materials to teach mathematics content by relating what is taught in the classroom to the environment where the learners live, can be an effective way of communication in mathematics teaching. It is recommended that the curriculum development process include indigenous materials in the school syllabus for better understanding of mathematics content taught in class.

In this article, the knowledge of traditional artifacts used by the Tchokwe tribe in Angola is explored and then related to the mathematical content learned in the classroom. Examples of artifacts provided in this article illustrate how knowledge extracted from the traditional artifact structures can be used to generate knowledge of concepts for the school mathematics curriculum. These illustrations show the advantage of the use of artifacts to develop ideas that lead to the determination of mathematical rules and principles. The process illustrated is contrary to the teaching of mathematics that involved remembering or following of the rules to obtain solutions. It is concluded that through illustrated processes, learners can learn and develop mathematical interest through reflecting and appreciating on what exists in their traditions. It is recommended that curriculum designs processes should include indigenous knowledge in school curricula for clear understanding of concepts and for long-term retention of knowledge.

The mathematics student-teacher portfolio is used to document information about mathematics teaching, student-teacher progress through stages of experimentation and achievements during the teacher preparation period. Generally, portfolios have been considered to be reflective tools where student- teachers reflect on why, what and how they teach to meet set objectives. This theoretical paper provides a background on the use of a portfolio in student-teacher teaching practice and its significance in teacher preparation by referring to the mathematics subject. The portfolio assessment procedures are outlined and the portfolio assessment instruments developed and discussed. At the end, the portfolio assessment manual is presented. The author recommends the use of a portfolio in assessing mathematics student-teachers to form a greater part of teaching practice assessment. DOI: 10.5901/mjss.2014.v5n15p267