Unlocking Mathematical Learning: Exploring Ethnomathematics' Impact on Student Engagement, Conceptual Understanding, and Equity in Mathematics Education
Keywords:
Ethnomathematics, Mathematics Education, Cultural Diversity, Culturally Responsive PedagogyAbstract
This systematic literature review examines the role of ethnomathematics in mathematics education, focusing on its impact on student learning outcomes and pedagogical practices. Through an analysis of empirical studies, theoretical frameworks, and pedagogical approaches, this study elucidates the potential benefits, challenges, and considerations associated with integrating ethnomathematics into instructional practices. The findings reveal that ethnomathematics enhances student engagement, motivation, and conceptual understanding by connecting mathematical concepts to students' cultural backgrounds and lived experiences. Moreover, the incorporation of diverse cultural perspectives fosters a culturally inclusive learning environment where all students feel affirmed and empowered. However, the implementation of ethnomathematics presents pedagogical challenges, including the scarcity of culturally relevant instructional materials and questions of cultural authenticity and appropriation. Addressing these challenges requires ongoing professional development and support to equip educators with the knowledge and skills needed to effectively integrate ethnomathematics into their instructional practices. Overall, this review underscores the transformative potential of ethnomathematics in promoting cultural diversity, equity, and inclusion in mathematics education, and provides valuable insights for educators, researchers, and policymakers seeking to enhance mathematics learning experiences for all students.
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