Integrating ethnomathematics approach in teaching school mathematics: In-service teachers’ perception

Resumo

The teacher is one of the key factors in the transmission of curricular objectives to their students. Their knowledge and positive attitude toward students' ethnomathematics and its pedagogical approach play an important role to make classroom teaching culture friendly. This paper is intended to explore the in-service teachers’ knowledge of ethnomathematics and perception on the integration of the ethnomathematics approach in their teaching with respect to the demographic factors of in-service teachers such as gender, academic status, teaching experience, teacher training, and nature of institution they associated. This study was conducted among 120 in-service mathematics teachers from 32 secondary schools in Kathmandu District. The explanatory sequential mix method was employed to carry out this study. The perception of in-service teachers on ethnomathematics pedagogy in their classroom teaching was measured with survey instruments in the first stage. For further justification of the results obtained from the quantitative data, six teachers with different demographic factors were interviewed in the second stage of the data collection process. The relationship between in-service teachers’ understanding on ethnomathematics and different demographic factors was investigated using the Pearson Chi-square test. From the statistical data analysis, it was found that there is no relationship between gender, academic qualifications, and teachers' training in their understanding of ethnomathematics. However, a significant relationship was found between the teachers' experience and nature of the institutions they were involved, and their understanding on ethnomathematics. In-service teachers have a similar understanding on ethnomathematics and their perception in the integration of the ethnomathematics approach in the teaching of school mathematics.

Dados da obra

Tipo

Artigo

Periódico

Prometeica - Revista de Filosofía y Ciencias, n. 27, p. 400-409

Editora

Universidade Federal de Sao Paulo

Ano

2023 (2023-07-27)

Idioma

en

Palavras-chave

ethnomathematics; gender; teachers’ perception; teaching mathematics; in-service teachers; teacher knowledge; teacher perceptions; mathematics education; school mathematics; teaching experience; teacher professional development; secondary school teachers; Kathmandu District

Temas

Etnomatemática, Formação de Professores de Matemática

DOI

10.34024/prometeica.2023.27.15321

ISSN

1852-9488

Licença

https://creativecommons.org/licenses/by-nc/4.0

Acesso

Download disponível

Fontes

Crossref; DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026