Integrating ethnomathematics in secondary mathematics curriculum: Approaches, practices, and teacher experiences

Abstract

This study explores the integration of ethnomathematics in the secondary mathematics curriculum, addressing the gap between policy-driven contextualization and its limited classroom implementation. Grounded in a qualitative exploratory research design, the study utilized document analysis of key curriculum materials—including the Most Essential Learning Competencies (MELCs), the MATATAG Curriculum, and selected lesson exemplars—alongside data from 130 junior high school mathematics teachers in the Schools Division of Ilocos Norte. Data analyzed through thematic analysis. Findings reveal that ethnomathematics is currently embedded in an implicit, fragmented, and largely teacher-dependent manner, where cultural elements are often reduced to generalized real-life contexts rather than authentic representations of indigenous mathematical knowledge. Despite these limitations, teachers recognize ethnomathematics as a transformative approach that enhances student engagement, conceptual understanding, and cultural identity. However, its implementation is constrained by limited instructional resources, insufficient professional training, and misalignment with conventional assessment systems. The study identifies three essential components for effective integration: culturally responsive curriculum content, experiential and scaffolded pedagogy, and culturally aligned assessment systems. These findings highlight the need for a systemic and coherent instructional framework that aligns content, pedagogy, and assessment. This study contributes to the literature by providing empirical evidence from the Philippine context and offering a structured basis for advancing culturally responsive mathematics education.