Mathematics, local language, and cultural education: an exploration of Indonesian educators’ perspectives

This research study explored the critical task of enhancing mathematics education in Zambia’s Southern Province by incorporating indigenous perspectives and methodologies into the pedagogical framework. Its primary objective was to explore innovative strategies for infusing indigenous knowledge, values, and ways of knowing into mathematics education, thereby addressing the persistent challenge of engaging students effectively within their cultural contexts. To achieve this objective, the study employed a research framework that combines critical realism and pragmatism, utilizing a Mixed Methods Sequential Explanatory Design with 343 participants from diverse stakeholder groups. The quantitative sample comprises 326 individuals, including 55 mathematics teachers and 271 Grade 12 pupils, while the qualitative sample consists of 17 participants, including community members, representatives from the District Education Board Secretary’s office, and school administrators. Data collection methods encompass questionnaire surveys, interviews, focus group discussions, classroom observations, and document analysis, with data analysis employing descriptive statistical tools such as mean, standard deviation, and frequency distributions. A pilot study was conducted to validate research instruments, with instrument reliability assessed using Cronbach’s Alpha. The study’s findings proposed several potential pathways to indigenize mathematics education in Kalomo District. One approach involves making mathematics culturally relevant by integrating local cultural practices, traditions, storytelling, dances, music, and games into the curriculum. This connection aims to bridge mathematical concepts with students’ lived experiences and cultural backgrounds. Another avenue explored was the adoption of culturally relevant pedagogies, aligning with the idea of connecting education to students’ cultural contexts to enhance engagement and meaningful learning. The research also underscored the potential of place-based mathematics education, utilizing local contexts and environments, including stories, traditions, and practices, to teach mathematical concepts and skills. This approach fosters a sense of pride in students’ cultural heritage. Furthermore, integrating indigenous knowledge enriches mainstream mathematical education and promotes a holistic understanding of mathematics. The study emphasized the importance of mathematizing everyday life, emphasizing the need to connect mathematical concepts to real-world situations. Additionally, the research discussed the decolonization of mathematics education and the incorporation of Western Mathematics into Indigenous Knowledge to create a more equitable and culturally responsive curriculum. It highlighted the value of using local storytelling, dances, music, and indigenous games as educational tools to enhance engagement, problem-solving skills, and practical application of mathematical concepts. Moreover, involving the community in mathematics education promotes collaborative learning and a supportive educational ecosystem. The study highlighted the importance of using local languages in mathematics education, as it significantly enhances students’ understanding of mathematical concepts and academic performance. The absence of explicit policy support for the inclusion of local knowledge and perspectives in mathematics education underscores the need for policy changes and institutional initiatives. The study emphasizes the necessity of modifying the mathematics curriculum to reflect indigenous knowledge and cultural elements, aligning with the concept of culturally relevant curriculum design. It also underscored the role of professional development and teacher training in equipping educators to create culturally responsive and inclusive learning environments. In conclusion, this research offers a comprehensive exploration of the integration of indigenous perspectives into mathematics education, providing valuable insights and recommendations for enhancing the educational experience of students in the Southern Province of Zambia.

Mathematics Curriculum Evaluation

Children's Mathematics Learning: The Struggle to Link Form and Understanding

Background: Mathematics learning in elementary schools often faces challenges in fostering student interest and understanding due to abstract concepts and lack of contextualization. Specific Background: Traditional classroom methods may limit engagement, leading to passive learning and superficial comprehension. Knowledge Gap: There is limited research exploring the systematic integration of Outdoor Learning as a strategy to enhance mathematical understanding at the elementary level. Aim: This study aims to examine the implementation of Outdoor Learning in mathematics education and its effects on elementary students’ interest and conceptual understanding. Results: The findings reveal that Outdoor Learning significantly enhances students’ learning interest and deepens mathematical understanding by providing active, hands-on, and contextual experiences. Students engage more meaningfully when mathematical concepts are connected to real-life contexts through outdoor activities. Novelty: This study presents an in-depth case study approach in exploring how Outdoor Learning promotes meaningful learning in mathematics, filling a gap in current educational research. Implications: The study suggests that integrating Outdoor Learning in mathematics curricula can serve as an effective alternative to conventional methods, promoting higher engagement and better learning outcomes among elementary students. It underscores the need for curriculum designers and educators to adopt innovative, experiential strategies in early mathematics education. Highlights: Active Learning: Outdoor Learning promotes hands-on engagement in mathematics. Contextual Approach: Real-world contexts enhance understanding of abstract concepts. Student Motivation: Outdoor Learning increases interest and participation. Keywords: Outdoor Learning, Mathematics Education, Student Engagement, Merdeka Curriculum

This manuscript provides a theoretical framing of a collaborative research design effort among mathematics education and special education researchers. To gain insight into the current state of research on mathematics learning, we drew on how researchers in mathematics education and special education have defined and operationalized the term ‘mathematical concept’ related to the learning of fractions. Using this information, we designed a future study that focuses on and connects prior research in mathematics and special education. We conclude by discussing the implications of such collaborative research efforts.

This research study aimed to investigate the attitudes of mathematics teachers towards indigenizing pedagogies in mathematics education in the Southern Province of Kalomo, Zambia. The study employed a pragmatic approach, which is suitable for mixed methods research as it focuses on using the most effective methods to answer the research questions. This approach allows for a flexible combination of both quantitative and qualitative methods. The study also utilized a Sequential Exploratory Design, starting with quantitative data collection and analysis, followed by qualitative data collection and analysis. This design is particularly useful when the research is in an exploratory phase and aims to understand a phenomenon in-depth before quantifying. The study was grounded in pragmatism and involved a total of 343 participants, including 55 mathematics teachers and 271 Grade 12 pupils. while the qualitative component involves 17 participants from community members, the District Education Board Secretary’s office, and school administrators. Various data collection methods were employed, including surveys, interviews, focus group discussions, observations, and document analysis. The collected data were analyzed using descriptive and inferential statistics, which were validated through a pilot study and reliability assessment using Cronbach’s Alpha. The results of the study indicated that teachers in Kalomo District favored indigenized teaching methods in mathematics education. This finding is significant as it highlights the potential of indigenizing pedagogies in enhancing educational quality in Zambia. The study emphasized the impact of indigenized pedagogies on student engagement, performance, and cultural identity. Specifically, the findings revealed that students were more engaged and performed better when taught using indigenized pedagogies. This suggests that incorporating local cultural knowledge and practices into mathematics education can lead to more meaningful learning experiences for students. Furthermore, the study underscored the importance of curriculum reform, teacher training, collaboration with local communities, and interdisciplinary cooperation for a comprehensive indigenized mathematics curriculum. These findings support the global movement towards recognizing diverse knowledge systems in education, promoting culturally inclusive pedagogies, and ensuring equitable educational experiences. The study provides valuable insights for policymakers, curriculum developers, and educators in Zambia and other countries seeking to incorporate indigenous knowledge and practices into their mathematics education systems. These findings have implications for educational policies and practices, supporting the global movement towards culturally inclusive pedagogies and equitable educational experiences.

PurposeArtificial intelligence (AI) is increasingly used in education, yet its cultural impact, especially in Southeast Asian mathematics education, remains underexplored. This gap is significant because understanding cultural adaptation is essential for AI tools to effectively enhance learning in diverse classrooms. This study examines how AI can be integrated into mathematics education across Southeast Asia, focusing on specific cultural practices such as communal learning styles, respect for hierarchical structures and the role of local languages, as well as educators’ perspectives.Design/methodology/approachA mixed-methods approach was used, combining quantitative data from questionnaires with qualitative insights from interviews with educators across ten Southeast Asian countries. The study included 543 respondents in total with the numbers is varying in each country, targeting high school teachers experienced in using AI in teaching.FindingsThe findings revealed that educators in Singapore are most confident in AI’s adaptability to cultural contexts, whereas those in Myanmar and Laos face challenges due to infrastructure limitations. Interviews highlighted the need to customize AI tools to align with students’ cultural backgrounds, including language preferences and traditional learning practices, for effective implementation. Teacher training and access to technology, especially in rural areas, were also identified as critical factors.Originality/valueThis study addresses a critical gap in understanding AI’s cultural implications in Southeast Asia, providing insights into how cultural values, language and educational practices influence the integration of AI in mathematics education. The findings highlight the need for culturally responsive AI tools and targeted improvements in infrastructure and teacher training for successful implementation.

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who

Mathematics, often heralded as a universal language of logic and numbers, can unintentionally exclude students from diverse cultural backgrounds, resulting in feelings of alienation, disengagement, and academic underachievement. This article investigates the role of Culturally Responsive Teaching (CRT) in mathematics education as a means of bridging cultural divides and fostering inclusive, equitable learning environments. CRT acknowledges and values students’ cultural identities, experiences, and knowledge systems, integrating them meaningfully into the formal mathematics curriculum. This pedagogical approach emphasizes cultural relevance, identity affirmation, and equity, ensuring that every student has an opportunity to succeed. The theoretical underpinnings of CRT are rooted in the works of scholars such as Ladson-Billings and Moll et al., who challenge deficit perspectives and underscore the importance of leveraging students’” funds of knowledge.” CRT’s tenets focus on making curriculum content culturally relevant, affirming students’ identities, and dismantling inequitable power dynamics in education. In mathematics classrooms, this involves connecting mathematical concepts to students’ lived experiences and cultural contexts, thereby fostering a deeper appreciation and understanding of the subject. Practical strategies for implementing CRT in mathematics education are outlined, including leveraging students’ cultural funds of knowledge designing culturally relevant word problems, and employing cooperative learning activities. Examples include integrating traditional art forms, indigenous architectural designs, and culturally significant practices to teach geometric and measurement concepts. Additionally, the use of technology and multicultural resources further enriches the learning experience by creating interactive and culturally resonant educational opportunities. The article also emphasizes fostering a growth mindset, encouraging students to view mathematical ability as a developable skill, and celebrating diverse problem-solving approaches. While CRT offers transformative potential, its implementation is not without challenges. Teachers may face obstacles such as time constraints, limited cultural knowledge, and the risk of perpetuating stereotypes. The article highlights the necessity of professional development, institutional support, and community engagement to overcome these barriers. Teachers must also strive for authenticity and avoid tokenistic representations of culture, ensuring that materials and activities are both meaningful and respectful. The benefits of CRT in mathematics are manifold. It enhances student engagement, fosters a deeper understanding of mathematical concepts, promotes academic achievement, and cultivates cultural competence. By validating students’ cultural identities and connecting mathematics to their lived experiences, CRT empowers students to see themselves as capable mathematicians and active contributors to a multicultural society. Ultimately, CRT reimagines mathematics classrooms as inclusive spaces where diversity is celebrated, equity is prioritized, and all students are equipped to succeed. This approach not only enriches academic outcomes but also prepares students to thrive in an increasingly diverse and interconnected world.

This article examines trends in mathematics education through the lens of Vygotsky's theory, aiming to connect certain pedagogical methodologies with the learning processes described by the author. Following a historical overview of pedagogical practices in mathematics, the text explores how methodologies such as games, problem-solving, mathematical modeling, investigation, ethnomathematics, digital technologies, and the history of mathematics can mediate learning, fostering reflection, contextualization, and integration with everyday life. The Vygotskian perspective emphasizes that learning is dynamic and strongly influenced by social and cultural interactions. In this context, the highlighted trends are seen as tools that enhance students' ability to establish meaningful connections between school content and their lived experiences. Throughout the discussions, we underscore the importance of the teacher as a mediator who stimulates curiosity and critical thinking in mathematics education, valuing students' cultural backgrounds and promoting more interactive and contextualized pedagogical practices.

Origami and Technological Prospectives in Mathematical Education

Ma thematics is a culture for human. The mathematical content, concepts, solutions and linguistics are the important parts of the modern civilization. It is aimed at improving the quality of the students, especially in enhancement of national quality, which is the final goal in Mathematics Education. Therefore, the study on the characteristics and nature of mathematical culture education is an urgent subject in mathematics education. This paper is to further discuss the mathematical culture value from the parts of its origin and characteristics, culture and thinking quality as well as the revolution of the education concept.

This article describes a laboratory supplementary program that was integrated into a traditional mining engineering mathematics unit. The practical classes consisted of computer investigations designed to help develop mathematical concepts. The program described here was mainly web based and did not directly rely on a computer algebra system for its implementation. An evaluation of the program is included. References S. Cunningham. The visualization environment for mathematics education. In Visualization in Teaching and Learning Mathematics , ed. W. Zimmermann and S. Cunningham, 67--76. USA, Mathematical Association of America, 1991. A. Franco, P. Franco, A. Garcia, F. Garcia, F. J.Gonzalez, S. Hoya, G. Rodriguez, and A. de la Villa. Learning calculus of several variables with new technologies. The International Journal of Computer Algebra in Mathematics Education , 7 (4), 295--309, 2000. B. E. Garner and L. E. Garner. Retention of concepts and skills in traditional and reformed applied calculus. Mathematics Education Research Journal , 13 (3), 165--184, 2001 S. Habre. Visualization enhanced by technology in the learning of multivariate calculus. The International Journal of Computer Algebra in Mathematics Education , 8 (2), 115--130, 2001. B. H. Hallet. Visualization and calculus reform. In Visualization in Teaching and learning Mathematics , ed. W. Zimmermann and S. Cunningham, 121--126, 1991. USA, Mathematical Association of America F. Marton and R. Saljo. Approaches to learning. In eds. F. Marton, D. Hounsell and N. Entwistle, The Experience of Learning , 36--55, 1984. Scottish Academic Press, Edinburgh. R. Moreno and R. Mayer. Verbal redundancy in multimedia learning; When reading helps listening. Journal of Educational Psychology , 94 (1), 153--163, 2002. L. D. Murphy. Computer algebra systems in calculus reform, MSTE, University of Illinois at Urbana-Champaign, 1999. http://mste.illinois.edu/users/Murphy/Papers/CalcReformPaper.html M. Pemberton. Integrating web-based maple with a first year calculus and linear algebra course. Proceedings of the 2nd International Conference on the Teaching of Mathematics , Hersonissos, Greece, July 2002. http://www.math.uoc.gr/ ictm2/Proceedings/pap316.pdf R. Pierce and K. Stacey. Observations on students' responses to learning in a cas environment. Mathematics Education Research Journal , 13 (1), 28--46, 2001. M. D. Roblyer. Integrating Educational Technology Into Teaching (4th Ed.), 2006. Pearson, New Jersey, USA. J. Stewart. Calculus (5th Ed.), 2003. Brooks/Cole, Belmont, USA. E. J. Tonkes, B. I. Loch and A. W. Stace. An innovative learning model for computation in first year mathematics. International Journal of Mathematical Education in Science and Technology , 36 (7), 751--759, 2005. L. M. Villarreal. A step in the positive direction: Integrating a computer laboratory component into developmental algebra courses. Mathematics and Computer Education , 37 (1), 72--78, 2003. S. Vinner. The pseudo-conceptual and the pseudo-analytical thought processes in mathematics learning. Educational Studies in Mathematics , 34 (2), 97--129, 1997. P. Vlachos and A.K. Kehagias. A computer algebra system and a new approach for teaching business calculus. The International Journal of Computer Algebra in Mathematics Education . 7 (2), 87--104, 2000.

The persistent low performance in mathematics among Grade 7 students at Madrid National High School underscores the need for innovative teaching strategies that foster deeper understanding, engagement, and problem-solving skills. This study investigates the effectiveness of five pedagogical approaches—Concrete-Pictorial-Abstract (CPA), problem-solving, differentiated instruction, modeling and simulation, and manipulative-based teaching—in enhancing students' mathematical proficiency. Grounded in constructivist and cognitive learning theories, these methods aim to bridge the gap between abstract mathematical concepts and students' comprehension by providing interactive, student-centered learning experiences. Utilizing a mixed-methods, explanatory research design incorporating quasi-experimental methods, this study examines the impact of these approaches through pre- and post-test assessments, teacher adeptness evaluations, and student perception and engagement surveys. The findings reveal a significant improvement in students' mathematical performance following the implementation of these strategies. Additionally, the study explores the correlation between learning outcomes and students' engagement levels, as well as the relationship between teacher proficiency in these methods and student achievement. Despite limitations such as sample size and study duration, the results highlight the potential of these innovative teaching strategies to transform mathematics education. The study provides practical recommendations for educators, curriculum developers, and policymakers to integrate these methods effectively, fostering a more inclusive and dynamic learning environment. Furthermore, the research contributes to the broader field of mathematics education by offering evidence-based solutions to enhance student comprehension and achievement.

Augmented reality (AR) has gained considerable attention in academic research as a primary instructional tool to enhance learning across various educational levels, including mathematics education. AR enables the overlaying of three-dimensional images onto real-world environments within an academic setting. While AR has demonstrated its potential to improve learning outcomes in academic contexts, there is a need for a comprehensive review to identify, assess, and summarize empirical findings related to student engagement, particularly in mathematics education. Consequently, a systematic review was conducted to examine the uses of AR in student engagement in mathematics education. A thorough electronic search was performed on the Scopus database to retrieve pertinent journal articles. After applying inclusion and exclusion criteria, 18 studies were selected for analysis. The results reveal that AR can facilitate student engagement in three key aspects: interactive, collaborative, and immersive experiences. Although AR offers several advantages for promoting student engagement in mathematics education, its practical implementation in educational settings requires careful consideration of AR application and content design and close collaboration between educators and technology. Furthermore, the successful integration of AR technology relies on the well-planned implementation of learning programs that effectively incorporate AR elements for mathematics education.