One major drawback to the curriculum demand for the use of indigenous games in mathematics classrooms is the inability of most teachers to identify the mathematics in these games and consequently incorporate them when teaching specific mathematics content. The primary purpose of the study is therefore to analyze and show how the indigenous bukre game could be incorporated into the teaching and learning of probability concepts in junior high school mathematics. Forty-five pupils from Vea Junior High School and a 79-year old knowledgeable man were purposively engaged in bukre game and data were gathered by participant observations and interviews. A comparative analysis uncover that, similar to
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