Pedagogical Exploration of Ethnomathematics: Efforts to Contextualize Numeracy Strategies for Elementary School Children

This study presents a systematic literature review aiming to explore the integration of ethnomathematics in the teaching of plane geometry as a means to enhance numeracy skills among primary school students. Ethnomathematics, which connects mathematical concepts with local cultural practices, offers a contextual and meaningful learning experience that aligns with students’ everyday lives. The review was conducted by analyzing ten peer-reviewed studies published between 2021 and 2024, sourced from credible academic databases such as Google Scholar, DOAJ, ERIC, and Garuda. The findings indicate that embedding cultural elements into geometry instruction—such as traditional motifs, crafts, and architecture—not only improves students’ conceptual understanding but also promotes critical thinking, collaboration, and motivation to learn. Instructional tools developed using ethnomathematical approaches, including modules, multimedia, animated videos, and augmented reality, were reported to be valid, practical, and effective in classroom implementation. Moreover, this culturally responsive pedagogy supports the development of a more inclusive and identity-affirming mathematics education. The review highlights the pedagogical value of ethnomathematics and recommends its wider adoption in mathematics curricula, teacher training, and educational policy. Future research should focus on experimental designs and cross-cultural implementations to further validate the long-term impact of ethnomathematics on student learning outcomes.

This chapter describes an attempt to create changes in pedagogical practices in the teaching of numeracy in primary schools in Nepal, drawing on qualitative data gathered during the implementation of a basic education project. A numeracy diagnostic test was designed and introduced to identify the particular concepts which the students were finding difficult to comprehend. The test results were used in order to enhance teachers’ understanding of the reasons for the specific numeracy errors their students were making. The chapter analyses some of the factors inhibiting meaningful pedagogical change and concludes that through sensitive and informed intervention, it is possible to strengthen the quality of pedagogy, and so in turn to enhance children’s numeracy skills.

Although numeracy learning in elementary schools has received attention in various studies, research that specifically discusses the development of a meaningful numeracy learning model based on mind mapping visualization remains limited. This study aims to develop and evaluate the effectiveness of a mind mapping-based meaningful numeracy learning model in improving elementary school students’ numeracy skills. This study employed a quantitative approach with a Research and Development (R&D) design, involving 30 fifth-grade students of SDN 15 Bonto Jai, Pangkep Regency, who were selected through purposive sampling. Data were collected through expert validation questionnaires, learning outcome tests, observation, and interviews, and were then analyzed using descriptive quantitative techniques and the N-gain test. The results showed that the developed model obtained an average score of 3.72 and was categorized as very valid. The practicality test based on teacher and student responses reached 88.5%, which fell into the very practical category. In addition, the effectiveness test showed an improvement in students’ numeracy skills, with an average N-gain score of 0.68, which was in the moderate-to-high category. These findings indicate that the mind mapping visualization-based learning model is effective in helping students understand mathematical concepts in a more structured, systematic, and meaningful manner. The conclusion of this study affirms the importance of integrating visual media into numeracy learning as an innovative alternative for improving elementary school students’ numeracy skills, while also providing a theoretical contribution to the development of visual-based mathematics learning.

Numeracy has been shown to play a vital aspect in the lives of all adults and has relevance to work, personal, and citizenship roles. While there is general consensus about the importance of numeracy, little is known about the role of numeracy in the lives of adults with intellectual disability (ID), and whether they continue to develop their numeracy knowledge and skills into adulthood. The aims of this study were to first explore how adults with ID encounter and engage with numeracy in everyday contexts, and second, to investigate ways of supporting and enhancing numeracy for these adults as they participated in different activities.Two theoretical models underpin this study. These the Numeracy Model (Goos, 2007) and the Biopsychosocial Model of Disability (Engel, 1977). The Numeracy Model was originally designed to make visible the numeracy demands of learning in various subject areas, and to alert classroom teachers to the numeracy skills that students studying that subject need to acquire. It was adopted for this study to identify and support numeracy learning at work and during community activities of adults with ID, as numeracy behaviours for this population are typically not well understood nor supported.The conceptualisation of disability as defined by the Biopsychosocial Model of Disability (Engel, 1977) positions individual experiences of disability as complex interactions between biological aspects (such as cognitive impairment), psychological aspects (such as a personrs values and beliefs) and social aspects (such as opportunities and accessibility). When viewed from this perspective, disability is just another dimension of diversity to be supported and celebrated within the community. The Biopsychosocial Model of Disability made visible aspects of the learning contexts in this study and how these shaped learning experiences for a small group of adults with ID. These models were extended to develop a coherent framework to guide the explorations of numeracy in the daily activities of the adults.nThe cases investigated in this study were four adults with ID engaging in everyday activities where there were opportunities for them to use numeracy. A qualitative approach was used to collect data using observations and interviews over two phases of data collection. The first phase, the Observation Phase, documented current numeracy behaviours and skills demonstrated by the participants during everyday activities which included a range of numeracy demands for each participant. These data were analysed using coding based on the two models framing this study, and the results were used to design individualised numeracy learning goals. In the second phase of the study, the Intervention Phase, design research methodology was used to design tools and the means of proactively supporting each participantrs numeracy development within these activities. These were designed, trialled, and revised in the process of supporting participantsr numeracy learning.There are two main contributions from this study. First, the empirical evidence indicated that all the participating adults with ID already used a variety of mathematical knowledge and skills in everyday activities and had positive dispositions towards further numeracy development within those activities. All participants demonstrated progress in their numeracy learning that was of interest and importance to them. This suggests that for adults with ID in general, further research in this area may lead to benefits in supporting the numeracy development and providing opportunities for learning. Additionally, as two of the participants had Down syndrome, further research in this area may benefit the research and support efforts focused on this specific population. Second, the two models that frame this study supported understanding of the rich interactions between different elements of numeracy, and the impact of disability on participant engagement and navigation of the numeracy demands of the everyday activities, in these contexts.nThis study adapted design research methodology to the field of adultsr numeracy education, and provided evidence that attending to participant dispositions, needs, and wants within each activity could be leveraged to develop individualised designs which could support positive, meaningful changes to the numeracy behaviours of adults with ID. With individually designed goals and tools to support learning, these adults with ID were able to complete higher numeracy demands of the various activities within each context.nIn addition, for two of the participants, when this improvement was witnessed by others, it led to access to further opportunities for numeracy learning in similar contexts. Hence, appropriately designed, individual numeracy goals have the potential to provide research evidence that can support changes in perceptions of the abilities of adults with ID by those in the fields of education and community service provision. Finally, the findings related to numeracy learning designs highlight the need for the provision of systematic support and tools to enhance numeracy participation for adults with ID in their current everyday activities and which have potential to improve numeracy learning in this population.nn

Early childhood often experiences obstacles in understanding the concept of early numeracy, so learning media that is able to support their cognitive development optimally is needed. This study aims to analyze the effectiveness of Wordwall digital learning media in improving children's early numeracy skills. The method used is quantitative with a pseudo-experimental design using the Paired Sample T-Test. The subjects consisted of 20 children aged 5–6 years. Data collection through observation and initial numeracy tests. The instrument was expertly validated using Aiken's V analysis and tested for reliability with Alpha Cronbach with validation results showing that all instrument items were valid. Data normality and homogeneity tests are eligible for parametric analysis. The results of the Paired Sample T-Test showed that there was a significant influence of the use of Wordwall media on improving children's early numeracy skills. The results of this study show that Wordwall learning media is feasible and effective in numeracy learning in early childhood. This study recommends Wordwall as an alternative interactive digital media that can increase learning motivation and make it easier for teachers to design fun and meaningful learning.

This study examines how mindful and meaningful learning improves numeracy, safety, and diversity at SMA IT Darul Quran. Due to its potential to promote holistic student development, mindfulness and meaningful learning practices have gained popularity in the education sector. According to the school's purpose of growing faithful children with strong character and academic success, the study will examine how these techniques affect students' academic and socio-emotional outcomes. A mixed-methods study uses quantitative and qualitative data. Quantitative data were collected through surveys and assessments of children's numeracy skills, school safety, and appreciation for diversity. Educators and students were interviewed about how learning affects their well-being and social interactions. Results show remarkable improvement in all three measures. Numeracy skills improved, particularly in applying mathematical concepts to real-life situations. The safety climate improved, as evidenced by students reporting higher psychological well-being and fewer incidents of bullying and violence. Students demonstrated greater tolerance, respect for cultural differences, and national solidarity, thereby strengthening the diversity climate. These positive improvements are attributed to mindful practices and meaningful learning experiences that foster intellectual and emotional growth in children. This study demonstrates how thoughtful and meaningful learning fosters a positive learning environment that enhances academic success and social well-being. This article offers perspectives for educators and politicians seeking holistic education in Islamic schools.

Although digital technology has become increasingly prevalent in early childhood education, particularly in literacy and numeracy instruction, existing research has focused primarily on adoption, attitudes, and effectiveness, leaving a limited empirical understanding of how digital technology is pedagogically positioned within everyday classroom practice. To address this gap, this qualitative multi-site study examines how early childhood teachers enact and regulate digital pedagogical strategies for literacy and numeracy instruction across diverse formal and non-formal early childhood education institutions in West Java, Indonesia. Drawing on classroom observations, instructional documents, and semi-structured interviews with 43 early childhood teachers, the study employed inductive thematic analysis to identify dominant pedagogical patterns shaping digital practice. The findings identify five interrelated patterns: the positioning of digital technology as an engagement-oriented instructional entry point; substitution-based digital use without pedagogical redesign; reliance on informal assessment and digital documentation; limited formal professional guidance alongside peer-based support; and emerging strategic needs for more pedagogically grounded digital instruction. Collectively, the findings demonstrate that teachers’ digital practices are shaped less by technological availability than by pedagogical judgment, developmental considerations, and institutional conditions. This results in digital tools being positioned as supportive, time-limited resources rather than as central drivers of literacy and numeracy learning. The study contributes theoretically by conceptualizing digital technology use as a form of pedagogical positioning within a bounded instructional ecology, and practically by identifying strategic gaps with implications for teacher education, institutional guidance, and policy development in early childhood digital literacy and numeracy instruction.

Classroom discourse varies based on the interactions between teachers and students, influencing the structure and effectiveness of teaching and learning. A well-structured classroom discourse fosters an organized teaching pattern and facilitates learning. This study analyzed the structure of classroom discourse in English classes across formal (Junior and Senior High Schools) and non-formal (English courses) education settings. A qualitative research design was employed, involving participants from second-grade classes in Junior and Senior High Schools and basic and advanced levels in English courses. Data were collected from transcripts of 20 lessons, covering interactions from opening to closing, and analyzed using the Sinclair and Coulthard model, which organizes discourse hierarchically into ranks: lesson, transaction, exchange, move, and act. The findings showed that non-formal education (basic and advanced English courses) exhibited a higher frequency of all five discourse ranks compared to formal education settings (Junior and Senior High Schools). Non-formal settings also demonstrated more complete discourse stages—opening, body, and closing—indicating a more structured interaction pattern. These results suggest that non-formal education may provide a more conducive environment for student participation and interaction, potentially benefiting language acquisition. The study underscores the effectiveness of non-formal education settings in fostering structured classroom discourse. Further research should explore specific teaching strategies in non-formal settings to enhance interaction and learning outcomes in formal education contexts.

This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives of urbanites using the concept of “learningscapes.” Urban nonformal environmental education involves relating environmental content to the everyday lives of urban learners, ensuring learner autonomy, and integrating the institutions of environmental education providers within the broader array of social institutions in the urban environment. Nonformal urban environmental education programs according to participant choice and goals and provider goals include school field trips or related programs, casual visit to a community institution (for example, nature center), and recreational programs. The chapter suggests that urban environmental education providers have unique opportunities for connecting beyond traditional audiences due to the dense and diverse networks of programs within urban environments, from youth sports leagues to literacy clubs and neighborhood watches.

This study explored the experiences of novice English as a Foreign Language (EFL) teachers in both formal education (FE) and non-formal education (NFE) settings, with a focus on professional identity development. It examined how these experiences contribute to the formation of their professional identity with the research question: What is the impact of vulnerability and resilience on the professional identity development of novice EFL teachers in both FE and NFE settings? This qualitative research adopted a descriptive narrative approach. Data collection was through interviews and literature review. The data collected was analysed through the use of coding and triangulation techniques. Four novice EFL teachers, two of the FE teachers and two of the NFE teachers were selected to participate in this research. The findings identified four impacts of vulnerability and resilience on professional identity development of novice EFL teachers; 1) self awareness, 2) adabtability to challenges, 3) institutional support, and 4) professional commitment.

This study aims to enhance students' interest and motivation in numeracy learning through an interactive and engaging approach using pianica musical instruments as learning media. By integrating music into numeracy learning, the study seeks to create a fun and effective educational experience. The research employed a three-stage process: planning, implementation, and evaluation. Data were collected by administering numeracy tests to students before and after the implementation of the pianica-based learning approach. The data analysis involved comparing the results of these tests to measure the effectiveness of the intervention. The findings demonstrate that the application of numeracy learning using pianica musical instruments at UPTD SD INPRES Beiposo significantly improved students' numeracy skills. The average scores from the numeracy tests showed a marked increase after the implementation. This approach not only facilitated a better understanding of mathematical concepts but also heightened students' learning motivation by fostering a more interactive and enjoyable learning environment. The implementation of numeracy learning using pianica musical instruments under the Kampus Mengajar Program has delivered substantial benefits, improving the quality of education for both students and participating university students. For students, this method effectively enhanced their numeracy skills and learning engagement. Meanwhile, for university students, the program provided valuable opportunities to develop their potential and expand their knowledge beyond campus life. Moving forward, it is recommended to continue and refine this program by enhancing supporting facilities, such as musical instruments, and involving more stakeholders, including parents and local communities, to foster greater student participation and outcomes. Additionally, exploring the use of other musical instruments in numeracy learning could further expand its effectiveness and interactivity.

India has the mission to ensure that every child attains foundational literacy and numeracy (FLN) skills by the end of grade three. The National Initiatives for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) is entrusted to monitor this target. However, the specific factors of the home environment, which vary among Indian children, can explain the low performance in literacy and numeracy. Therefore, this systematic review aimed to comprehensively identify the home environment factors that affect literacy and numeracy learning. Studies published between 2013 and 2022 were searched in the ERIC database. From 383 potentially relevant articles, the researchers included 38 primary studies. Systematic reviews and meta-analytic studies were excluded. The results showed that home learning environment factors do affect numeracy and literacy learning. Prominent factors were family learning background, reading and numerical activities and home resources. Other factors, such as the reading and numeracy interests of children and the parent-child relationship, also play an important role in the acquisition of foundational numeracy and literacy skills.

The numeracy skills of SDN Tongas Wetan IV students are at a low level. The school is located in the remote Tongas Wetan village, surrounded by rice fields, with limited road access. Unfortunately, the absence of a cable or Wi-Fi internet network hinders technological adaptation and forces the numeracy learning process in the classroom to rely primarily on classical methods, with minimal use of learning media. Therefore, it is essential to assist students in learning numeracy using media that do not require the use of gadgets. To address this issue, a service-learning approach is employed to assist SDN Tongas Wetan IV students in three stages: the preparation stage, mentoring stage, and reflection stage. This assistance aims to create various simple learning media that can be utilized in the numeracy learning process without the need for gadgets. As a result, students become more enthusiastic and active participants in the learning process of numeracy. The positive response from the teacher indicates that the learning interactions have become more interesting. Additionally, students' numeracy skills have demonstrated an average increase of 30.47%. The numeracy skills of SDN Tongas Wetan IV students are at a low level. The school is located in the remote Tongas Wetan village, surrounded by rice fields, with limited road access. Unfortunately, the absence of a cable or Wi-Fi internet network hinders technological adaptation and forces the numeracy learning process in the classroom to rely primarily on classical methods, with minimal use of learning media. Therefore, it is essential to assist students in learning numeracy using media that do not require the use of gadgets. To address this issue, a service-learning approach is employed to assist SDN Tongas Wetan IV students in three stages: the preparation stage, mentoring stage, and reflection stage. This assistance aims to create various simple learning media that can be utilized in the numeracy learning process without the need for gadgets. As a result, students become more enthusiastic and active participants in the learning process of numeracy. The positive response from the teacher indicates that the learning interactions have become more interesting. Additionally, students' numeracy skills have demonstrated an average increase of 30.47%.

IntroductionSimulated patients (SPs) play an instrumental role in teaching communication skills and enhancing learning outcomes. Prior research mostly focused on the SP’s contribution to students’ learning outcomes by providing feedback afterwards. A detailed understanding of the contribution of the SP during SP-student encounters is currently lacking although the majority of the interaction between SPs and students occurs during the SP-student encounter. Therefore, this study focuses on how SPs see their contribution to meaningful student learning experiences during SP-student encounters.MethodsWe interviewed fifteen simulated patients from one institution. We explored their perspectives on meaningful learning experiences during SP-student encounters through in-depth, semi-structured interviews and analyzed using thematic analysis.ResultsSPs view their contribution to meaningful student learning during SP-student encounters from two perspectives. A collective perspective as a member of the community of SPs and an individual perspective. From the collective perspective, SPs believe that the fact that students deal with multiple varied SP-student encounters over time is of value for meaningful learning. From the individual perspective, we noticed that SPs think, act, and react from three different positions. First, as the patient in the role description, second, as a teaching aid and third, as an individual with personal experiences, beliefs, and values. SPs mentioned that the ratio between these different positions can vary within and between encounters.ConclusionsAccording to SPs, we should value the variation between SPs, thereby creating meaningful variation in authentic interactions in SP-student encounters. SPs should be allowed to act and react from different positions during SP-student encounters, including their role description, as teaching aid, and based on their own experiences. In this way, SP-student encounters are optimized to contribute to meaningful student learning through authenticity.

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) tools integrated with STEM and local content—specifically the cultural practice of Jambi coffee brewing—in enhancing students’ learning outcomes in the physics topic of temperature and heat. The research employed a quasi-experimental method using a non-equivalent control group design. The participants were 11th-grade students from SMA Negeri 11 Muaro Jambi in the 2024/2025 academic year, selected through purposive sampling. A total of 54 students participated, divided evenly into two classes: the experimental class, which was taught using STEM-integrated PjBL tools incorporating local content, and the control class, which was taught using conventional PjBL tools without STEM or local context integration. Both groups underwent pretest and posttest assessments. Data were analyzed using paired sample t-tests and independent sample t-tests with a significance level of 0.05. The paired t-test results indicated a statistically significant improvement in both classes (p = 0.000). However, the independent sample t-test revealed a significant difference in posttest scores between the two groups (p = 0.011), with the experimental class showing greater gains. These results suggest that the integration of STEM and local cultural context into PjBL can deepen students’ conceptual understanding, enhance engagement, and improve learning outcomes more effectively than PjBL alone. The contextualization of physics content using familiar real-world practices, such as coffee brewing, provides meaningful learning experiences that connect abstract scientific concepts to students' daily lives.