A Systematic Review on Ethnomathematics Integration in Secondary Education

Abstract

Several studies have highlighted the positive impact of integrating ethnomathematics into the formal secondary mathematics curriculum. However, there is limited literature discussing the state in which ethnomathematics is effectively integrated into secondary schools. To address this gap, this systematic review examined 37 studies on the ethnomathematics-integrated approach in secondary mathematics classrooms from 2009 to 2023. The findings reveal that local daily activities, farming, and weaving are the most prevalent cultural elements considered in ethnomathematics-based lessons, with the contextual learning model as the most prevalent instructional approach used. Among the 37 studies, 67.5% were conducted under geometry, with two-dimensional shapes as the most chosen topic. The findings further reveal that integrating ethnomathematics at the secondary level results in learners’ improved mathematical performance, characterized by increased mathematics achievement, conceptual understanding, and enhanced higher-order thinking skills (HOTS). In addition, ethnomathematics fosters learners’ positive attitudes, demonstrated by increased interest and motivation toward the subject of mathematics.

Keywords: Ethnomathematics, Contextual Learning Model, Secondary Mathematics, Mathematics Instructional Approach

DOI: 10.7176/JEP/15-9-01

Publication date: September 30th 2024