CULTURALLY RESPONSIVE MATHEMATICS PEDAGOGY: INSIGHTS FROM NCF-2023 AND ETHNOMATHEMATICS

Mampi Howlader - [ https://orcid.org/0000-0002-8647-2089 ]
Puja Sarkar


DOI: https://doi.org/10.29100/jipi.v10i3.8199

Abstract


Throughout the school curriculum, mathematics is an indispensable subject that is used in both everyday life and the study of other disci-plines. Nonetheless, there is a widespread belief that most students despise mathematics. Numerous studies have shown that rather than the topic itself, the issue may be in the methods teachers use to teach. Only 43% of grade 8 students can answer grade 5 math problems, and only 28% of fifth-grade students can do division operations, according to the 2018 Annual Status of Education Report (ASER). To counter this problem, NCF-2023 suggests reassessing the pedagogical approach to foster students' interest in mathematics and integrate it into their daily lives. The purpose of our study is to teach various concepts of school mathematics through traditional activities. This study is descriptive in nature. We delimit our study to the foundational stage, the preparatory stage, and the middle stage. Furthermore, we only focus our study on Indian students and NCERT textbooks. We show how to teach the con-cept of the highest common factor (HCF), fractions, integers, and vari-ous shapes through the traditional activities of beading, pottery, weav-ing, and fishing.

Keywords


Ethnomathematics, NCF-2023, Teaching-Learning, Mathematics education

Full Text:

PDF

Article Metrics :

References


P. Freire, “Pedagogy of the oppressed,” in Toward a sociology of education, J. Beck, C. Jenks, N. Keddie, and M. F. D. Young, Eds., New York: Routledge, 1978, pp. 374–386.

A. Bishop, Mathematical enculturation: A cultural perspective on mathematics education, vol. 6. Springer Science & Business Media, 1991.

G. Fiorentino and F. Favilli, “The electronic yupana: A didactic resource from an ancient mathematical tool,” in Proceedings of the 10th International Congress of Mathematics Education, F. Favilli, Ed., Copenhagen, 2007, pp. 49–57.

A. Brandt and E. Chernoff, “The Importance of Ethnomathematics in the Math Class,” Ohio Journal of School Mathematics, vol. 71, pp. 31–36, 2014.

F. Favilli and S. Tintori, “Intercultural mathematics education: Comments about a didactic proposal,” in Proceed-ings of the 10th International Congress of Mathematics Education, F. Favilli, Ed., Copenhagen, 2007, pp. 39–47.

M. Rosa and D. C. Orey, “State of the Art in Ethnomathematics,” 2016, pp. 11–37. doi: 10.1007/978-3-319-30120-4_3.

E. Supriyadi, Turmudi, J. A. Dahlan, and D. Juandi, “Ubiratan D’Ambrosio and Mathematics Education: Trajecto-ry, Legacy and Future: by Marcelo C. Borba, Daniel C. Orey, Switzerland AG, 2023, Springer Nature, ISBN: 978-3-031-31292-2,” 2023, Taylor & Francis.

P. Scott, “In Memoriam: Ubiratan D’Ambrosio (1932–2021),” Notices of the American Mathematical Society, vol. 69, no. 08, 2022, doi: 10.1090/noti2530.

U. D’Ambrosio, “Ethnomathematics and Its Place in the History and Pedagogy of Mathematics,” For the Learning of Mathematics, vol. 5, no. February 1985, 1985.

Orey & Rosa, “Ethnomathematics and mathematics education : proceedings of the 10th International congress of mathematics education : Copenhagen, Denmark, July 4-11, 2004 : discussion group 15 Ethnomathematics,” in Eth-nomathematics and the teaching and learning mathematics from a multicultural perspective, 2004.

K. François, “The Role of Ethnomathematics Within Mathematics Education,” Proceedings of Cerme, no. Decem-ber, 2010.

E. Manik, “Ethnomathematics and realistic mathematics education,” Proceedings of the Ethnomathematics Webi-nar, 2021.

E. P. Wolfers, “The Original Counting Systems of Papua and New Guinea,” The Arithmetic Teacher, vol. 18, no. 2, pp. 77–83, Oct. 2020, doi: 10.5951/at.18.2.0077.

J. A. Dossey, “The nature of mathematics: Its role and its influence,” the Nature of Mathematics: Its Role and Its Influence, vol. 39, 1992.

D. C. Orey, “The Ethnomathematics of The Sioux Tipi and Cone,” 2000. doi: 10.1007/978-94-011-4301-1_13.

M. Rosa and D. C. Orey, “Principles of Culturally Relevant Education in an Ethnomathematical Perspective,” Re-vista de Educação Matemática, vol. 17, p. e020001, Jan. 2020, doi: 10.37001/remat25269062v17id306.

P. Gerdes, “Ethnomathematics, geometry and educational experiences in Africa,” Africa Development, vol. 30, no. 3, pp. 48–65, 2005, doi: 10.4314/ad.v30i3.22229.

P. Palhares, “Mathematics Education and Ethnomathematics. A Connection in Need of Reinforcement,” REDIMAT - Journal of Research in Mathematics Education, vol. 1, no. 1, pp. 79–92, 2012, doi: http://dx.doi.org/10.4471/redimat.2012.04.

R. Eglash, A. BENNETT, C. O’DONNELL, S. JENNINGS, and M. CINTORINO, “Culturally Situated Design Tools: Ethnocomputing from Field Site to Classroom,” Am Anthropol, vol. 108, no. 2, 2006, doi: 10.1525/aa.2006.108.2.347.

K. Haggerty and T. Porter, “Trust in Numbers: The Pursuit of Objectivity in Science and Public Life,” Canadian Journal of Sociology, vol. 22, no. 2, pp. 279–282, 1997, doi: 10.2307/3341760.

A. J. Bishop, “Western mathematics: The secret weapon of cultural imperialism,” Race Cl, vol. 32, no. 2, pp. 51–65, 1990, doi: 10.1177/030639689003200204.

F. N. Hidayati and R. C. I. Prahmana, “Ethnomathematics’ Research in Indonesia During 2015-2020,” Indonesian Journal of Ethnomathematics, vol. 1, no. 1, pp. 29–42, 2022, [Online]. Available: http://doi.org/10.48135/ije.v1i1.29-42

Sutarto, A. Muzaki, I. D. Hastuti, S. Fujiaturrahman, and Z. Untu, “Development of an Ethnomathematics-Based e-Module to Improve Students’ Metacognitive Ability in 3D Geometry Topic,” International Journal of Interactive Mobile Technologies, vol. 16, no. 3, pp. 32–46, 2022, doi: 10.3991/IJIM.V16I03.24949.

R. A. Silva, P. M. B. Palhares, and J. R. L. de Mattos, “Ethnomathematics Approach as a Tool for Cultural Valua-tion and Social Representativity: Possibilities in a Quilombola Community in the State of Amapá - Brazil,” Math-ematics Enthusiast, vol. 19, no. 2, pp. 369–393, 2022, doi: 10.54870/1551-3440.1557.

R. S. F. Iskandar, D. Ranti, and N. Priatna, “Development of ethnomathematics-based worksheet on transformation geometry,” Prima: Jurnal Pendidikan Matematika, vol. 6, no. 1, pp. 70–77, Jan. 2022, doi: 10.31000/prima.v6i1.5343.

H. Pandey and A. Bajpai, “Ethnomathematics: Mathematics Embedded in the Traditional Activities of Kumhar Community of Varanasi District,” Indian Educational Review, vol. 58, no. 1, pp. 102–118, 2020.

H. Pandey, “Ethnomathematics: an approach for teaching learning Mathematics from the traditional activities of the Kumhar community of Varanasi district,” Banaras Hindu University, Varanasi, 2020.

P. Sarkar and M. Howlader, “Reflection of Topological Aspects in Pottery through Ethnomathematical Lens,” National Journal of Education, vol. 21, no. 2, pp. 66–74, 2023.

P. Sarkar and M. Howlader, “Exploring topology in pottery through ethnomathematical lens,” in Shifting focus in school curriculum: From content based learning to competency based learning, 1st ed., F. G. Dkhar and S. Saigal, Eds., Shillong: Eastern Panorama Offset, 2023, pp. 291–309.

P. D. Motseki, Z. M. M. Jojo, and M. T. Gumbo, “Transforming mathematics teaching through Ndebele art: an eth-nomathematics perspective,” Diaspora, Indigenous, and Minority Education, pp. 1–7, Jan. 2025, doi: 10.1080/15595692.2025.2451239.

E. Näslund-Hadley et al., “The effects of ethnomathematics education on student outcomes: The JADENKÄ pro-gram in the Ngäbe-Buglé comarca, Panama,” Int J Biling Educ Biling, vol. 28, no. 5, pp. 579–595, May 2025, doi: 10.1080/13670050.2024.2446987.

G. Sunzuma and U. Umbara, “Ethnomathematics-based technology in Indonesia: A systematic review,” Asian Journal for Mathematics Education, vol. 4, no. 1, pp. 129–153, Mar. 2025, doi: 10.1177/27527263241305812.

R. Anriana, G. Witri, Z. H. Putra, M. Fendrik, Dahnilsyah, and A. Aljarrah, “Ethnomathematics study in measure-ment of Bengkalis Malay community as mathematics resources for elementary school,” Ethnography and Educa-tion, vol. 18, no. 3, pp. 299–322, Jul. 2023, doi: 10.1080/17457823.2023.2232500.

S. Meeran, S. M. Kodisang, M. M. Moila, M. N. Davids, and M. V. Makokotlela, “Ethnomathematics in Intermedi-ate Phase: Reflections on the Morabaraba Game as Indigenous Mathematical knowledge,” African Journal of Re-search in Mathematics, Science and Technology Education, vol. 28, no. 2, pp. 171–184, May 2024, doi: 10.1080/18117295.2024.2340095.

U. Umbara, S. Prabawanto, and A. S. Anwar, “Ethnomathematics study: The use of modulo concept in Kampung Naga,” Infinity Journal, vol. 14, no. 2, pp. 513–530, May 2025, doi: 10.22460/infinity.v14i2.p513-530.

R. Rosidin, R. Firdaus, R. Anantanukulwong, and J. Kinda, “Innovation in Mathematics Learning Through E-Learning Ethnomathematics: Creative Thinking Skills and Learning Outcomes,” Tekno - Pedagogi : Jurnal Teknologi Pendidikan, vol. 15, no. 1, pp. 83–95, Mar. 2025, doi: 10.22437/teknopedagogi.v15i1.42218.

D. Herawaty, S. Sarwoedi, D. O. Marinka, P. Febriani, and I. N. Wirne, “Improving student’s understanding of mathematics through ethnomathematics,” in Journal of Physics: Conference Series, 2019. doi: 10.1088/1742-6596/1318/1/012080.

A. Q. Fouze and M. Amit, “The Importance of Ethnomathematics Education,” Creat Educ, vol. 14, no. 04, 2023, doi: 10.4236/ce.2023.144048.

R. Banerjee and P. Seshaiyer, “Challenges in School Mathematics Curriculum Reform in India: Transforming Teacher Practices Through Pedagogical Innovations,” in School Mathematics Curricula, Mathematics Education – An Asian Perspective, C. P. Vistro-Yu and T. L. Toh, Eds., Singapore: Springer, 2019, pp. 227–237. doi: 10.1007/978-981-13-6312-2_12.

GoI, “National policy on education 1986 (with modifications undertaken in 1992),” New Delhi, India, 1986.

GoI., “National Education Policy 2020: Ministry of Human Resource Development,” New Delhi, 2020. Accessed: Oct. 08, 2022. [Online]. Available: https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

GoI, “Report of the education commission (1964–66): Education and national development,” New Delhi, India, 1966.

NCF, “National Curriculum Framework for School Education 2023,” https://ncf.ncert.gov.in/#/web/home, Benga-luru, India, Jul. 2023. Accessed: Oct. 29, 2023. [Online]. Available: https://ncf.ncert.gov.in/#/web/home

S. Adam, W. Alangui, and B. Barton, “A Comment on: Rowlands & Carson``Where would formal, academic math-ematics stand in a curriculum informed by ethnomathematics? A critical review’’,” Educational Studies in Mathe-matics, vol. 52, pp. 327–335, 2003.


  • VIPBET88 menjadi situs judi bola online terpercaya yang menawarkan kenyamanan bermain via mobile serta layanan resmi untuk setiap member.
  • VIPBET88 menjadi pilihan tepat situs SBOBET88 online terpercaya dengan keamanan tinggi, layanan profesional, dan bonus eksklusif setiap hari.
  • VIPBET88 adalah link terbaru dari situs judi bola online resmi dari provider sbobet88 yang merupakan agen taruhan bola terbaik tahun 2025 memiliki ratusan pilihan game judi bola yang dapat dimainkan.
  • VIPBET88 merupakan pusat judi bola online resmi Sbobet88 dengan akses link terbaru, fitur modern, dan layanan profesional sepanjang waktu.