Exploring the Significance and Implementation of Ethnomathematics in Education: A Meta-Synthesis of Cross-Cultural Perspectives in Indonesia and Thailand

Abstract

This study investigates the significance and implementation of ethnomathematics in education, focusing on cross-cultural perspectives in Indonesia and Thailand. Ethnomathematics, a field that explores mathematical practices within cultural groups, holds promise for enhancing students’ understanding and application of mathematical concepts in diverse societal contexts. The study synthesizes findings from three primary research articles, each highlighting the role of ethnomathematics in education and the challenges and opportunities associated with its integration. Through a comprehensive analysis of these articles, the study examines the recognition and acceptance of ethnomathematics within the educational landscape of both countries. Results indicate a strong acknowledgment of the importance of ethnomathematics, with educators expressing positive attitudes towards its integration into mathematics education. However, challenges related to curriculum alignment and instructional practices are also identified. While the focus on three key articles allows for a deep and detailed exploration of the topic, it also limits the breadth of perspectives considered. Despite this limitation, the study offers insights into potential strategies for promoting the effective integration of ethnomathematics, fostering inclusive learning environments that cater to diverse cultural backgrounds. The findings contribute to the existing literature on ethnomathematics and inform future research and educational policies aimed at enhancing mathematics education through cultural relevance.

Keywords: Ethnomathematics, cross-cultural perspectives, curriculum integration

DOI: 10.7176/JEP/15-7-01

Publication date: June 30th 2024