RECONCEPTUALIZING ETHNOMATHEMATICS-BASED ASSESSMENT: TEACHERS’ BELIEFS AND IMPLICATIONS FOR MATHEMATICS EDUCATION

Resumo

Objective – This study aims to examine in depth how teachers’ beliefs influence the conceptualization and practice of ethnomathematics-based assessment in mathematics education. Methodology – This study employs a descriptive qualitative approach, involving 10 junior high school mathematics teachers in Deli Serdang. Data collection was conducted through semi-structured interviews, and data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. Findings – The results indicate that ethnomathematics-based assessment is understood not merely as a technical innovation in evaluation but as a pedagogical and epistemological process that connects mathematics, culture, and students' learning experiences. Teachers view mathematics as a universal science that can be interpreted within local cultural contexts; consequently, assessments aligned with students' socio-cultural realities are deemed more meaningful. This study also found that ethnomathematics-based assessment is a process of cultural mathematization that involves identifying cultural practices, transforming mathematical concepts, and translating them into contextual assessment activities. Furthermore, teachers' beliefs play a crucial role in the implementation of assessment, although a gap persists between teachers' positive beliefs and classroom assessment practices due to limited systemic support. Contribution – This study elucidates the process of cultural mathematization in assessment design and identifies the gap between beliefs and practices as a basis for developing more contextually relevant training and educational policies

Dados da obra

Tipo

Artigo

Periódico

Jurnal Eduscience, v. 13, n. 3, p. 777-787

Editora

LPPM Universitas Labuhanbatu

Ano

2026 (2026-06)

Idioma

en

Palavras-chave

assessment, ethnomathematics, teacher beliefs, mathematics; ethnomathematics; assessment; teacher beliefs; junior high school mathematics; local culture in mathematics education; contextual assessment; assessment design; mathematics education policy

Temas

Avaliação, Etnomatemática

DOI

10.36987/jes.v13i3.9268

ISSN

2303-355X, 2685-2217

Licença

cc-by-nc-sa

Acesso

Download disponível

Fontes

DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026