Mathematical and Quantitative Intelligence: Cultural Context of the Emerging Practical Intelligence of the Kpe Child

This study examined how the cultural context of development of children raised in Fako Division of Cameroon conceptualize intelligence and how this is important for the survival of children raised in this context. Two research questions were posited for the study: Does the Kpe culture value behaviours indicative of: conformity with mathematical abilities for the emerging practical intelligence of the Kpe Child? Does the Kpe culture value quantitative reasoning for the emerging practical intelligence of the Kpe Child? The theoretical framework for this study was the Vygotsky’s theory on cultural constructivism. The survey research design was employed for this study with a triangulated approach. The purposive sampling method was used for collection of data. The multiple response set (MRS) adopted in the processing and analyzing of data that came in through the interview and questionnaires. Interviews involved 30 children, while a questionnaire was administered to 210 participants. The findings revealed that the Kpe people attach importance to behaviours indicative of mathematical abilities and quantitative reasoning. The behaviours indicative of practical intelligence include buying, selling, budgeting, measuring, farming, fishing, cooking, respect, wrestling and running errands. Recommendations made included, a multiple based approach, indigenizing psychology, integration of indigenous knowledge and formal education, introduction of age-appropriate chores into the curriculum, training of personnel and involvement of stakeholders in educational planning for children’s education.