Incorporating Religious Mathematics In The Teaching And Learning Of Formal Geometry: A Case Of The Apostolic Church Sector In Zimbabwe.

This paper argues for the inclusion of cultural geometry in formal school mathematics curriculum. In Zimbabwe members of the apostolic church apply geometrical concepts with meticulousness without the practitioners receiving school education. A descriptive ethno mathematics research that revealed how religious-cultural geometry could enhance understanding of school mathematics was employed in this study. Data were collected through observation and interviews. Twenty household