Elementary Teachers' Perspectives on Ethnomathematics: Understanding and Perceived Challenges in Mathematics Classrooms
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Resumo
This study examines elementary teachers' perspectives on the integration of ethnomathematics in mathematics classrooms in Surakarta, Indonesia.Although ethnomathematics has been widely advocated as a culturally responsive approach that enhances engagement and meaningful learning, its consistent implementation in formal school settings remains uneven.Using an explanatory sequential mixed methods design, data were collected from 63 elementary teachers through a structured survey and follow-up semi structured interviews.Quantitative analysis revealed strong positive teacher attitudes toward ethnomathematics and favorable perceptions of student engagement.However, reported classroom implementation was comparatively limited.Perceived structural and pedagogical barriers, including curriculum alignment challenges and time constraints, were moderately high.Qualitative findings further indicated that while teachers recognize the value of culturally grounded instruction, many experience difficulty translating cultural contexts into mathematically rigorous and curriculum-aligned lessons.The results highlight a gap between belief and practice.This study contributes to the literature on culturally responsive mathematics education by providing an integrated mapping of teachers' understanding, perceptions, practices and perceived barriers within a culturally rich context.The findings underscore the need for structured pedagogical frameworks that support sustainable integration of ethnomathematics in elementary mathematics classrooms.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Research Journal of Multidisciplinary Scope, v. 07, n. 03, p. 1810-1828
- Ano
- 2026 (2026-01-01)
- Palavras-chave
- ethnomathematics; teacher attitudes; student engagement; implementation barriers; curriculum alignment; Surakarta
- Temas
- Currículo, Etnomatemática
- DOI
- 10.47857/irjms.2026.v07i03.011244
- ISSN
- 2582-631X
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
JULIANTO, Nur; SARWANTO; RAMLI, Murni. Elementary Teachers' Perspectives on Ethnomathematics: Understanding and Perceived Challenges in Mathematics Classrooms. International Research Journal of Multidisciplinary Scope, v. 07, n. 03, p. 1810-1828, 2026. DOI: https://doi.org/10.47857/irjms.2026.v07i03.011244.
APA
Julianto, N., Sarwanto,, & Ramli, M. (2026). Elementary Teachers' Perspectives on Ethnomathematics: Understanding and Perceived Challenges in Mathematics Classrooms. International Research Journal of Multidisciplinary Scope, 07(03), 1810-1828. https://doi.org/10.47857/irjms.2026.v07i03.011244
BibTeX
@article{julianto2026,
author = {Julianto, Nur and Sarwanto and Ramli, Murni},
title = {Elementary Teachers' Perspectives on Ethnomathematics: Understanding and Perceived Challenges in Mathematics Classrooms},
year = {2026},
journal = {International Research Journal of Multidisciplinary Scope},
volume = {07},
number = {03},
pages = {1810-1828},
doi = {10.47857/irjms.2026.v07i03.011244}
}RIS
TY - JOUR AU - Julianto, Nur AU - Sarwanto AU - Ramli, Murni TI - Elementary Teachers' Perspectives on Ethnomathematics: Understanding and Perceived Challenges in Mathematics Classrooms PY - 2026 JO - International Research Journal of Multidisciplinary Scope VL - 07 IS - 03 SP - 1810 EP - 1828 DO - 10.47857/irjms.2026.v07i03.011244 ER -
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