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Modeling the antecedents of integration of ethnomathematical perspectives into geometry teaching among faculty: A logistic regression analysis

Artigo2025

Patrick Kyeremeh ORCID; Francis Kwadwo Awuah ORCID; Daniel Clark Orey ORCID

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Resumo

The necessity for establishing links between school mathematics and students' personal lives and cultures, as enshrined in the ethnomathematics program, is being recognized and investigated in different regions across the globe. However, a comprehensive understanding of the antecedents that drive the integration of ethnomathematical perspectives into mathematics teaching among mathematics teachers is still limited. This cross-sectional survey aimed to address this gap by investigating whether the explanatory variables (such as gender, teaching experience, and religion) predict the mathematics teacher educators’ incorporation of the mathematics found outside of school into geometry teaching. We included a sample of 128 mathematics teacher educators in the survey through non-probability sampling. A logistic regression model was employed to analyze the data garnered using a web-based questionnaire. Based on the findings, all three explanatory variables (gender, teaching experience, and religion) did not predict mathematics teacher educators’ incorporation of mathematics found outside of school into geometry teaching. The findings would help key actors of mathematics education to re-examine their beliefs and practices about the incorporation of ethnomathematical perspectives into teaching that builds on students’ socio-cultural experiences. Implications for teaching and future research are reported.

Dados da obra

Tipo
Artigo
Periódico
Journal of Research and Advances in Mathematics Education, p. 15-27
Editora
Universitas Muhammadiyah Surakarta
Ano
2025 (2025-01)
Idioma
en
Palavras-chave
ethnomathematics; geometry teaching; logistic regression model; teacher educator; higher education; Foreign Countries; Teacher Education; Teacher Education Curriculum; Geometry; Mathematics Instruction; Mathematics Teachers; College Faculty; Holistic Approach; Culturally Relevant Education; Humanistic Education; Teacher Educators; Teacher Educator Education; Gender Issues; Religious Factors; Teaching Experience; Curriculum Development; mathematics teacher educators; gender; sociocultural experience; mathematics education
Temas
Currículo, Etnomatemática, Formação de Professores de Matemática, Geometria, Probabilidade
DOI
10.23917/jramathedu.v10i1.6374
ISSN
2503-3697, 2541-2590
Licença
cc-by-nc
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
KYEREMEH, Patrick; AWUAH, Francis Kwadwo; OREY, Daniel Clark. Modeling the antecedents of integration of ethnomathematical perspectives into geometry teaching among faculty: A logistic regression analysis. Journal of Research and Advances in Mathematics Education, p. 15-27, 2025. DOI: https://doi.org/10.23917/jramathedu.v10i1.6374.

APA

Kyeremeh, P., Awuah, F. K., & Orey, D. C. (2025). Modeling the antecedents of integration of ethnomathematical perspectives into geometry teaching among faculty: A logistic regression analysis. Journal of Research and Advances in Mathematics Education, 15-27. https://doi.org/10.23917/jramathedu.v10i1.6374

BibTeX
@article{kyeremeh2025,
  author = {Kyeremeh, Patrick and Awuah, Francis Kwadwo and Orey, Daniel Clark},
  title = {Modeling the antecedents of integration of ethnomathematical perspectives into geometry teaching among faculty: A logistic regression analysis},
  year = {2025},
  journal = {Journal of Research and Advances in Mathematics Education},
  pages = {15-27},
  publisher = {Universitas Muhammadiyah Surakarta},
  doi = {10.23917/jramathedu.v10i1.6374},
  language = {en}
}
RIS
TY  - JOUR
AU  - Kyeremeh, Patrick
AU  - Awuah, Francis Kwadwo
AU  - Orey, Daniel Clark
TI  - Modeling the antecedents of integration of ethnomathematical perspectives into geometry teaching among faculty: A logistic regression analysis
PY  - 2025
JO  - Journal of Research and Advances in Mathematics Education
SP  - 15
EP  - 27
DO  - 10.23917/jramathedu.v10i1.6374
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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