Abstract
This paper explores an endogenous approach to curriculum development, emphasizing the importance of incorporating both global educational trends and local cultural contexts. It discusses the challenges and pitfalls associated with importing curricula from other nations, examines the sociocultural aspect in mathematics education, highlights the need for evidence-based curriculum development, and underscores the significance of continuous, locally rooted curriculum revisions. This approach aims to promote educational equity, cultural relevance, and sustainable reform.
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