The success of ethnomathematics in South Africa is underscored on how teacher educators develop ethnomathematics teaching and learning materials in line with the National Curriculum and Assessment Policy Statement for grades 4-12 learners. Ethnomathematics materials should enhance the comprehension of mathematical concepts for teachers’ professional development. The aim of this study is to explore the extent to which ethnomathematics teaching and learning materials enhance the professional development of teachers’ conceptual development in mathematics for learners. Data was gathered from 40 mathematics teachers during a short learning programme session at the University of the Western Cape Resource Centre. Mathematics teachers were conveniently selected. A mixed method sequential explanatory research design was adopted for this study, which was nested within an interpretative paradigm Data gathering instruments employed included: Pre-intervention questionnaire, Task-based activity, Observation and Focus group interviews. The results of this indicated that mathematics teachers have no idea or limited knowledge on ethnomathematics concepts and approaches. The findings on the pineapple activity invoked ethnomathematics concepts relevant to learners in making mathematics more realistic, interesting and understandable. The findings of this study highlight the need for mathematics teachers to be ready to accept ethnomathematics concepts based on nature and cultural artefacts relevant to learners in all cultural diversity in the mathematics classroom. We recommend that ethnomathematics materials should be well-developed associated with nature and culturally relevant pedagogy such as problem-based learning, cooperative learning through self-directed learning to enhance the teaching of mathematics based on specific grade level and content specific to the curriculum in South Africa.

Keywords: Ethnomathematics materials, efficacy, mathematics teachers’, professional development.