A SYSTEMATIC REVIEW AND BIBLIOMETRIC REPORT: ETHNOMATHEMATICS AND CULTURALLY RESPONSIVE PEDAGOGY IN MATHEMATICS EDUCATION

Autors/ores

  • Prince Kusi Department of Mathematics and ICT, Berekum College of Education, PO Box 74, Berekum, Ghana, orcid.org/0009-0007-3342-3615
  • Ebenezer Bonyah Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, PO Box 1277, Kumasi, Ghana, orcid.org/0000-0003-0808-4504

DOI:

https://doi.org/10.46827/ejes.v12i9.6187

Paraules clau:

ethnomathematics, culturally responsive pedagogy, systematic review

Resum

This systematic review synthesizes findings from 18 empirical and conceptual studies published between 2001 and 2024, focusing on the integration of ethnomathematics and culturally responsive pedagogy in mathematics education. The Systematic Literature Review method with the PRISMA protocol was used to conduct the study. Utilizing a systematic search and screening process, an initial pool of 150 articles was reduced to 18 relevant studies. The review highlights diverse methodologies, contexts, and contributions, showing measurable gains in student performance, engagement, and conceptual comprehension when mathematics instruction incorporates students’ cultural contexts. Key gaps identified include limited generalizability, a lack of long-term impact data, and ongoing challenges in teacher training and curriculum integration. The findings underscore the critical need for continued research and policy support to embed culturally relevant approaches in mathematics curricula globally. 

 

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Biografies de l'autor/a

  • Prince Kusi, Department of Mathematics and ICT, Berekum College of Education, PO Box 74, Berekum, Ghana, orcid.org/0009-0007-3342-3615

    Prince Kusi is a Lecturer and the Head of Department for Mathematics and ICT at the Berekum College of Education. He is currently pursuing a Ph.D. in Mathematics Education at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana (ORCID iD: 0009-0007-3342-3615). He holds a Master of Philosophy (MPhil) in Mathematics Education, a Master of Science (MSc) in Industrial Mathematics, and a Bachelor of Education (B.Ed.) in Mathematics. The Researcher has eight publications in referenced journals and two book chapters to his credit. His research interests span across: ICT integration in mathematics education, mathematics curriculum development, mathematical modelling in loan portfolio management, psychology of teaching and learning mathematics and ethnomathematics.

    Email: kusip.n@becoled.edu.gh, kusiprince79@yahoo.com  

  • Ebenezer Bonyah, Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, PO Box 1277, Kumasi, Ghana, orcid.org/0000-0003-0808-4504

    Ebenezer Bonyah is a full Professor of Mathematics at the Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana. He currently serves as the Ag. Director of the Directorate of Research, International Programmes, and Institutional Advancement at AAMUSTED. He has been consistently recognized in the Stanford University & Elsevier Global Ranking of the top 2% of Scientists in 2021, 2022, 2023, and 2024. (ORCID iD: 0000-0003-0808-4504). Prof. Bonyah holds multiple academic qualifications, including: Doctor of Philosophy (Ph.D.) in Applied Mathematics, MSc in Industrial Mathematics, MSc in Geomatic Engineering, M.Ed. in Educational Administration and Management, B.Ed. in Mathematics Education. The researcher has over one hundred and eighty (180) publications in referenced journals and three book chapters to his credit. Research Interests: Mathematics Education (effective pedagogy for improving mathematics teaching and learning, integration of technology in mathematics instruction, students’ mathematical thinking and conceptual understanding, problem-solving approaches in mathematics education, mathematical modelling in teaching and learning. curriculum development and issues in mathematics education), Mathematical Biology and Applied Mathematics (modelling of infectious and non-infectious diseases, ecological modelling, financial and economic modelling, optimal control in mathematical modelling, modelling using non-integer (fractional) calculus).

    Email: ebonyah@aamusted.edu.gh, ebbonya@gmail.com

Referències

Abiam, P. O., Abonyi, O. S., Ugama, J. O., & Okafor, G. (2016). Effects of ethnomathematics-based instructional approach on primary school pupils’ achievement in geometry. Journal of Scientific Research and Reports, 9(2), 1-15. http://dx.doi.org/10.9734/JSRR/2016/19079

Abidin, Z., & Husna, N. (2020). Turnitin: Development of Student Worksheets on Ethnomathematics-Based Trigonometry through Project-Based Learning Models. Retrieved from http://dx.doi.org/10.1088/1742-6596/1882/1/012071

Ahmad, H., & Akib, I. (2021). Trigonometric Learning Design with the Sibaliparriq Concept as a Learning Model. In Journal of Physics: Conference Series (Vol. 1899, No. 1, p. 012128). IOP Publishing. http://dx.doi.org/10.1088/1742-6596/1899/1/012128

Al Ahadi, F., Zaenuri, Z., & Cahyono, A. N. (2021). Exploration of Ethnomatematics in the Samin Tribe and Its Relationship with Mathematical Concepts. UNNES Journal of Mathematics Education Research, 10(A), 184-189.

Ali, C. A. (2024). An Analysis of Ethnomathematics Didactical Contract in the Sums of Interior and Exterior Angles. Brillo Journal, 3(2), 83-101. Retrieved from https://journal.sncopublishing.com/index.php/brillojournal/article/view/52

Assegaff, N., & Bonyah, E. (2024). Development of Ethnomathematics-Based Teaching Materials through Interactive Games to Improve Students' Mathematical Literacy. Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika, 14(2), 112-128. http://dx.doi.org/10.23969/pjme.v14i2.16364

Atta, S. A. (2024). Integrating Akan traditional art to enhance conceptual understanding in mathematics: Perspectives of educators and artisans. Journal of Interdisciplinary Studies in Education, 13(2), 81-101. https://doi.org/10.32674/0xy2cm48

Fitri, N. T., Muchyidin, A., & Akbar, R. O. (2022). Mastery of Trigonometry Material and Its Effect on Students' Ability to Solving Three Dimensional Problems. Journal of Mathematics Instruction, Social Research and Opinion, 1(2), 97-106. http://dx.doi.org/10.58421/misro.v1i2.23

Hamdani, V., Armiati, A., Arnawa, I. M., & Jamaan, E. Z. (2023). Hypothetical learning trajectory trigonometry based on problem-based learning with Jambi Malay ethnomathematics nuances. Al-Jabar: Jurnal Pendidikan Matematika, 14(2), 267-279. Retrieved from https://doi.org/10.24042/ajpm.v14i2.17232

James, A. T., & Tertsea, J. (2021). The effect of ethno-mathematics on junior secondary school students’ achievement and retention in geometry in Benue State, Nigeria: A corona virus pandemic case study. International Journal of Research and Innovation in Applied Science (IJRIAS), 6(4), 95-100. Retrieved from https://rsisinternational.org/virtual-library/papers/the-effect-of-ethnomathematics-on-junior-secondary-school-students-achievement-and-retention-in-geometry-in-benue-state-nigeria-a-corona-virus-pandemic-case-study/

Jacob, E. E., & Dike, J. W. (2023). Ethnomathematics and culturally responsive pedagogy in mathematics learning. Journal of Education in Developing Areas, 31(3), 380-389. Retrieved from https://journals.journalsplace.org/index.php/JEDA/article/viewFile/410/332

Kyeremeh, P., Kwadwo Awuah, F., & Clark Orey, D. (2025). Challenges regarding the integration of ethnomathematical perspectives into geometry teaching: The faculty reflection. Asian Journal for Mathematics Education. http://dx.doi.org/10.31235/osf.io/4q9m8

Lakapu, M., Dosinaeng, W. B. N., & Leton, S. I. (2021). The development of student activity sheet on trigonometric material based on local culture. Desimal: Jurnal Matematika, 4(1), 67-78. Retrieved from https://scispace.com/pdf/the-development-of-student-activity-sheet-on-trigonometric-2209yw9x6r.pdf

Mosimege, M. D., & Egara, F. O. (2022). Perception and perspective of teachers towards the usage of ethno-mathematics approach in mathematics teaching and learning. Multicultural Education, 8(3), 288-298. Retrieved from https://www.researchgate.net/publication/365162026_PERCEPTION_AND_PERSPECTIVE_OF_TEACHERS_TOWARDS_THE_USAGE_OF_ETHNO-MATHEMATICS_APPROACH_IN_MATHEMATICS_TEACHING_AND_LEARNING

Mosimege, M., & Egara, F. (2023). Improving Secondary School Students’ Achievement in Trigonometry Using Game-Based Learning Approach. In EDULEARN23 Proceedings (pp. 8556-8565). IATED. Retrieved from http://dx.doi.org/10.21125/edulearn.2023.0213

Powell, A., & Temple, O. (2001). Seeding ethnomathematics with OWARE: Sankofa. Teaching children mathematics, 7(6), 369-375. http://dx.doi.org/10.5951/TCM.7.6.0369

Umar, I. O., & Muawiya, H. U. (2019). Effect Of Ethno-Mathematics Teaching Approach on Performance and Retention in Trigometry among Secondary School Students in Zaria Local Government Area, Kaduna State, Nigeria. Abacus (Mathematics Education Series), 44(1), 104-112. Retrieved from https://www.man-nigeria.org.ng/issues/ABA-EDU-2019-14.pdf

Unodiaku, S. S. (2013). Effect of ethno-mathematics teaching materials on students’ achievement in mathematics in Enugu State. Journal of Education and Practice, 4(23), 70-77. Retrieved from https://www.researchgate.net/publication/362339942_Effect_of_Ethno-Mathematics_Teaching_Materials_on_Students'_Achievement_in_Mathematics_in_Enugu_State

Zamzaili, Z., Riyani, R., & Haji, S. (2022). Exploration of Fort Marlborough Bengkulu and Its Implications for Mathematics Learning in School. Jurnal Pendidikan MIPA, 23(4), 1471-1480. http://dx.doi.org/10.23960/jpmipa/v23i4.pp1471-1480

Descàrregues

Publicat

2025-08-08

Número

Vol. 12 Núm. 9 (2025)

Secció

Articles

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