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Ethnomathematics: Urgency and Challenges of Implementation in Elementary School Mathematics Learning

Artigo2025

Amelia Dwi Astuti ORCID; Achmad Zainul Rozikin ORCID

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Resumo

Background: Ethnomathematics is a mathematics learning approach integrating students' cultural and social contexts into mathematical content. This approach is important for enhancing the relevance and understanding of mathematics at the elementary school level, particularly in fostering multicultural awareness and promoting social justice. However, its implementation still faces various challenges, including issues related to the curriculum, teacher preparedness, and the availability of culture-based teaching materials. Aim: This study aims to analyze the urgency of implementing ethnomathematics in elementary mathematics education and to identify the challenges encountered in its application. A literature review method was employed, analyzing journal articles, books, and previous research on ethnomathematics, elementary mathematics curricula, and culture-based learning practices. Data were collected from databases such as ERIC, Google Scholar, and Scopus and then analyzed thematically. Result and Discussions: The findings indicate that ethnomathematics is highly urgent for (1) increasing students' learning motivation through familiar cultural contexts, (2) developing critical thinking regarding socio-cultural realities, and (3) supporting inclusive education. However, implementation challenges include (1) a lack of teacher training in designing culture-based materials, (2) limited standardized ethnomathematics resources, and (3) resistance from an education system still oriented toward national examinations.

Dados da obra

Tipo
Artigo
Periódico
Tunas: Jurnal Pendidikan Guru Sekolah Dasar, v. 10, n. 2, p. 115-119
Editora
Universitas Muhammadiyah Palangkaraya
Ano
2025 (2025-06-16)
Idioma
en
Palavras-chave
ethnomathematics; primary school mathematics; cultural context in mathematics learning; multicultural awareness; social justice in education; teacher readiness; curriculum implementation; inclusive education; student motivation; critical thinking
Temas
Currículo, Educação Matemática Crítica, Etnomatemática, Formação de Professores de Matemática, Inclusão
DOI
10.33084/tunas.v10i2.10006
ISSN
2685-8169, 2477-6076
Licença
http://creativecommons.org/licenses/by-sa/4.0
Acesso
Metadados apenas
Fontes
Crossref; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ASTUTI, Amelia Dwi; ROZIKIN, Achmad Zainul. Ethnomathematics: Urgency and Challenges of Implementation in Elementary School Mathematics Learning. Tunas: Jurnal Pendidikan Guru Sekolah Dasar, v. 10, n. 2, p. 115-119, 2025. DOI: https://doi.org/10.33084/tunas.v10i2.10006.

APA

Astuti, A. D., & Rozikin, A. Z. (2025). Ethnomathematics: Urgency and Challenges of Implementation in Elementary School Mathematics Learning. Tunas: Jurnal Pendidikan Guru Sekolah Dasar, 10(2), 115-119. https://doi.org/10.33084/tunas.v10i2.10006

BibTeX
@article{astuti2025,
  author = {Astuti, Amelia Dwi and Rozikin, Achmad Zainul},
  title = {Ethnomathematics: Urgency and Challenges of Implementation in Elementary School Mathematics Learning},
  year = {2025},
  journal = {Tunas: Jurnal Pendidikan Guru Sekolah Dasar},
  volume = {10},
  number = {2},
  pages = {115-119},
  publisher = {Universitas Muhammadiyah Palangkaraya},
  doi = {10.33084/tunas.v10i2.10006},
  language = {en}
}
RIS
TY  - JOUR
AU  - Astuti, Amelia Dwi
AU  - Rozikin, Achmad Zainul
TI  - Ethnomathematics: Urgency and Challenges of Implementation in Elementary School Mathematics Learning
PY  - 2025
JO  - Tunas: Jurnal Pendidikan Guru Sekolah Dasar
VL  - 10
IS  - 2
SP  - 115
EP  - 119
DO  - 10.33084/tunas.v10i2.10006
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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