ETHNOMATHEMATICS AND THE CURRICULUM OF TOMORROW: A FRAMEWORK FOR INCLUSIVE AND PROGRESSIVE EDUCATION
DOI:
https://doi.org/10.21831/ej.v6i2.90348Abstract
Ethnomathematics, the study of the relationship between culture and mathematical practices, has gained prominence as an approach to fostering inclusivity in education. This research paper explores how ethnomathematics can be integrated into modern curricula to create a framework for inclusive and progressive education. It reviews existing literature, presents a theoretical foundation, details methodologies for studying ethnomathematical practices, and discusses case studies demonstrating successful implementation. The paper further develops a framework for curriculum integration, considers challenges and strategies for implementation, and provides insights into future directions for ethnomathematics in education. The growing need for culturally responsive and inclusive education requires a place for ethnomathematics in curricula. Developed from the foundation of Vygotsky's (1978) theory of constructivist learning, Ladson-Billings' (1995) culturally responsive pedagogy, and Lave and Wenger's (1991) situated learning theory, this research investigates the nexus of ethnomathematics and progressive education models. This research uses a qualitative research approach involving a systematic literature review according to PRISMA guidelines, document analysis, and comparative case studies. The literature review establishes the main advantages and difficulties of ethnomathematics integration, analyzing approaches to embedding ethnomathematical principles into curriculum development. This study proposed a universal framework for Ethnomathematics integration into the curriculum. Through this thorough approach, the research highlights the potential of ethnomathematics to revolutionize mathematics education as a more inclusive, relevant, and socially responsive subject.
References
Abdulrahim, N.A., & Orosco, M.J. (2020). Culturally responsive mathematics teaching: A research synthesis. The Urban Review, 52, 1–25. https://doi.org/10.1007/s11256-019-00509-2
Amreta, M., & Anisah, G. (2023). Ethnomathematics-based Pancasila student profile strengthening project module in the merdeka curriculum phase a in elementary schools. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 11(4), 1037–1047. https://doi.org/10.33394/jps.v11i4.9007
Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics, 31, 201–233. https://doi.org/10.1007/BF00143932
Barton, B. (2008). The Language of Mathematics: Telling Mathematical Tales. New York, NY: Springer. https://doi.org/10.1007/978-0-387-72859-9
Bussotti, L., & Bussotti, P. (2017). Trends and challenges of mathematic education in Mozambique (1975-2016). Problems of Education in the 21st Century, 75(5), 434–451.
Catarino, P., Nascimento, M.M., Morais, E., Campos, H., & Vasco, P. (2019). Breaking the habit: Engineering students’ understanding of mathematical creativity. European Journal of Engineering Education, 44(4), 449–460. https://doi.org/10.1080/03043797.2017.1367760
Chorlay, R., Clark, K.M., & Tzanakis, C. (2022). History of mathematics in mathematics education: Recent developments in the field. ZDM Mathematics Education, 54, 1407–1420. https://doi.org/10.1007/s11858-022-01442-7
D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.
D'Ambrosio, U. (2001). Ethnomathematics: Link between traditions and modernity. Rotterdam: Sense Publishers.
Deda, Y.D., Disnawati, H., Daniel, O., & Ekawati, R. (2023). Development of android-based learning media for high school students in Indonesia: A systematic review of literature. Jurnal Iqra’: Kajian Ilmu Pendidikan, 8(1), 402–417. https://doi.org/10.25217/ji.v8i1.3483
Eglash, R. (1999). African fractals: Modern computing and indigenous design. New Brunswick, NJ: Rutgers University Press.
Gibbs, B., White, A., & McDowall, S. (2022). Developing a common practice model for literacy & communication and maths: An overview of the literature. Wellington: New Zealand Council for Educational Research.
Gomes, M.L.M., & Garnica, A.V.M. (2021). History of mathematics education in Brazil: An overview of secondary education. Mathematics Enthusiast, 18(3), 352–384.
Fouze, A. Q., & Amit, M. (2018). Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617–630. https://doi.org/10.12973/ejmste/80626
Gerdes, P. (1998). On culture and mathematics teacher education. Journal of Mathematics Teacher Education, 1(1), 33–53. https://doi.org/10.1023/A:1009955031429
Gerdes, P. (2010). Geometry from Africa: Mathematical and educational explorations. Washington, DC: The Mathematical Association of America.
Knijnik, G. (1999). Ethnomathematics and the Brazilian Landless people education. Zentralblatt für Didaktik der Mathematik, 31, 96–99. https://doi.org/10.1007/BF02652731
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Lakhan, R., & Laxman, K. (2018). The situated role of technology in enhancing the academic performance of indigenous students in mathematics learning: Application within a Maori cultural context in New Zealand. Journal of Educational Technology, 15(1), 26–39.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Leton, S.I., Lakapu, M., Dosinaeng, W.B.N., & Fitriani, N. (2025). Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers. Infinity Journal, 14(2), 369–392. https://doi.org/10.22460/infinity.v14i2.p369-392
Maass, K., Geiger, V., Ariza, M.R., & Goos, M. (2019). The Role of Mathematics in interdisciplinary STEM education. ZDM Mathematics Education, 51, 869–884. https://doi.org/10.1007/s11858-019-01100-5
Mania, S., & Samsu, A. (2021). Teachers’ perception toward the use of the ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282–298. https://doi.org/10.46328/ijemst.1551
Marchand, T.H.J. (2018). Toward an anthropology of mathematizing. Interdisciplinary Science Reviews, 43, 295–316. https://doi.org/10.1080/03080188.2018.1528090
Mufidah, M., & Karso, K. (2020). Sundanese ethnomatemics learning in improving mathematical literacy ability of elementary school students. International Conference on Elementary Education. 2(1), 933–940.
Nasir, N.S., Hand, V., & Taylor, E.V. (2008). Culture and mathematics in school: Boundaries between "cultural" and "domain" knowledge in the mathematics classroom and beyond. Review of Research in Education, 32(1), 187–240. https://doi.org/10.3102/0091732X07308962
Nolan, K., & Keazer, L. (2021). Mathematics Teacher Educators Learn from Dilemmas and Tensions in Teaching About/Through Culturally Relevant Pedagogy. In: Goos, M., Beswick, K. (eds), The Learning and Development of Mathematics Teacher Educators. Research in Mathematics Education (pp. 301–319) Springer, Cham. https://doi.org/10.1007/978-3-030-62408-8_16
Ogunkunle, R.A., & George, N.R. (2015). Integrating ethnomathematics into secondary school mathematics curriculum for effective artisan creative skill development. European Scientific Journal, 11(3), 386–397. Retrieved from https://eujournal.org/index.php/esj/article/view/5013
Rahmadi, I.F., & Lavicza, Z. (2021). Pedagogical innovations in elementary mathematics instructions: Future learning and research directions. International Journal on Social and Education Sciences (IJonSES), 3(2), 360–1378. https://doi.org/10.46328/ijonses.110
Rosa, M., & Orey, D. C. (2013). Ethnomodelling as a methodology for ethnomathematics. In G. A. Stillman, G. Kaiser, W. Blum, & J. P. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 77–88). Springer Netherlands. https://doi.org/10.1007/978-94-007-6540-5_6
Rosa, M., & Orey, D.C. (2015). A trivium curriculum for mathematics based on literacy, matheracy, and technoracy: An ethnomathematics perspective. ZDM Mathematics Education, 47, 587–598. https://doi.org/10.1007/s11858-015-0688-1
Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: A survey. ZDM Mathematics Education, 52, 1–16. https://doi.org/10.1007/s11858-020-01130-4
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Zahrah, R.F., Turmudi, T., Prabawanto, S., & Febriani, W.D. (2024). Research trend mathematics problem solving in primary school: A bibliometric analysis using VOSviewer. Journal of Honai Math, 7(2), 177–196. https://doi.org/10.30862/jhm.v7i2.557
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors submitting a manuscript to this journal agree that, if accepted for publication, copyright publishing of the submission shall be assigned to Ethnomathematics Journal. However, even though the journal asks for a copyright transfer, the authors retain (or are granted back) significant scholarly rights.
Ethnomathematics Journal by https://journal.uny.ac.id/index.php/ethnomath is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
