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Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

Mathematical thinking is closely related to students' success in solving mathematical problems. Local culture can be a resource to teach mathematical thinking skills. Nonetheless, a lot of teachers still struggle to help students develop their mathematical thinking abilities. This study aims to investigate the ethnomathematics approach applied by the teacher and the types of mathematical thinking that can be promoted through this approach. Case studies are used in this study with three junior high school mathematics teachers as key informants. They were selected based on their experience using the ethnomathematics approach in the classroom. Non-participant observation and in-depth interviews were used as data collection techniques. The findings show that different ethnomathematics approaches, with the use of different local cultures, will lead to different types of mathematical thinking skills. Based on these findings, conceptual and empirical implications are discussed for further recommendations for teachers and school stakeholders.

This research aimed to (1) study the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2) develop a curriculum of intangible cultural heritage based on experiential learning theory, and (3) compare undergraduate students' understanding of intangible cultural heritage before and after teaching. The sample group was 50 students who were selected to attend the Intangible Cultural Heritage curriculum in the spring semester of 2023. The research tools were (1) Lesson plans (2) a Questionnaire on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (3) an Interview form on the current situation and existing problems regarding students' understanding of intangible cultural heritage, (4) understanding intangible cultural heritage test, (5) Observation of Students' Behavior form, and (6) Interview form on opinions about teaching. This study was conducted in three steps: (1.) The study on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, (2.) The development of a curriculum of intangible cultural heritage based on experiential learning theory, and (3.) The experimental and improvement of curriculum. The results of the study showed that: 1) The current situation and existing problems of the intangible cultural heritage of college students have three aspects: students, teachers, and the school environment. The most important current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage was the school environment aspects. 2) The Curriculum of intangible cultural heritage based on experiential learning theory includes 6 elements: Principle, Goal Contents, Learning process, Learning resource, and Evaluation. The learning process consisted of 4 steps: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualization, (4) Active Experimentation 3) The curriculum based on experiential learning theory can improve undergraduate students' understanding of intangible cultural heritage.

Environmental literacy related to the utilization of medicinal plants in the community provides a foundation for the younger generation to take an active role and form an attitude of care and responsibility for environmental sustainability. The current research aims to introduce the Inquiry-Etnobotany (IEb) learning model to enhance students' environmental literacy. The research design applied a pretest-posttest control group design to assess the effectiveness of the IEb model intervention, comparing it with the inquiry and discovery learning models. Upon analysis, notable differences emerged between the pre-test and post-test results across various learning models. Specifically, the IEb model exhibited a substantial difference, indicating significant progress in student outcomes. Similarly, the inquiry model showcased an improvement, while the discovery learning model displayed a slightly smaller change. Furthermore, the disparities between pre-test and post-test outcomes were evident across the different schools involved in the study. The IEb model has a significant impact on enhancing students' environmental literacy. However, the research results in each school also demonstrate that various learning models enhance students' understanding of environmental issues despite the different levels of effect.

Purpose: Ethnomathematics are used in motifs by the Dayak Ngaju Tribe in Central Kalimantan. The motifs contain some Ethnomathematical objects and concepts for Geometry and values. Therefore, this study aimed to describe the motifs based on mathematical objects and concepts of Geometry and value viewed from ethnomathematics aspects. Methodology: This study used a qualitative approach with an ethnography method. The researchers collected information from documents and books. They conducted in-depth observations and interviews with the subjects regarding the culture of the Dayak Ngaju people who reside downstream of the Kahayan River in Central Kalimantan. The subjects were a Dayak Ngaju craftsman and a priest of the Hindu Kaharingan community. The motifs consist of "tingang," "dandang tingang," "jata," "batang garing," "tanduk muang," "buntut kakupu gajah," "taya" tree and "rambunan tambun." Findings: The motifs contain some mathematical objects and concepts. Mathematical objects are created as circles, "batang garing" and "jata" motifs, and a six-sided shape in the "tanduk muang" motif. The concept is the geometric transformations, namely the axis reflection in the mdandang tingang and tanduk muang motifs the axis reflection in the motifs of "tingang," "batang garing," "tanduk muang" and "taya" tree. The rotation on point (0,0) in the motifs of "buntut kakupu gajah" and "taya" tree, and the translation in the motif of "jata." Significance: The study provides some mathematical objects and concepts in the motifs of the Dayak Ngaju tribe in Central Kalimantan. Students learning those objects and concepts should be related to their culture, namely the motifs, and they should acquire the values in such learning. Ethnomathematics plays an important role among Dayak Ngaju people in understanding mathematics concepts such as Geometry and values.

The teachers' beliefs in ethnomathematics-based numeracy learning are a crucial element to be able to develop students' numeracy skills. The teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning is a teacher's personal view about certain practices that are considered correct, which include four dimensions. The first dimension is the teachers' beliefs about numeracy. The second dimension is teachers' beliefs about the role of ethnomathematics in learning numeracy. The third dimension is teachers' beliefs about ethnomathematics-based numeracy teaching. The fourth dimension is teachers' beliefs about ethnomathematics-based numeracy learning. This study aimed to investigate the characteristics of teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning. The teacher's response was acquired through the completion of a questionnaire. The findings indicated that most teachers believed fostering students' numeracy skills could be achieved by implementing ethnomathematics-based numeracy learning inside the semi-realisticmechanistic (SRM) categories. Further analysis reveals that more extended teaching experience may mean something other than that a teacher has a realistically oriented outlook. Teachers with teaching experience of fewer than five years (new teachers) and 5 to 10 years (junior teachers') have a semi-realisticmechanistic (SRM) view. Most teachers with more than 10 to 15 years (semi-senior-teachers) of teaching experience have a dominant realistic (DR) idea. In contrast, teachers with more than 15 years (senior teachers) of teaching experience have a semi-realistic-mechanistic (SRM) view and a dominant realistic (DR) view. Teachers' positive beliefs will likely improve students' numeracy skills in general and based on teaching experience in the dominant realistic (DR) and realistic (R) categories regarding ethnomathematics-based numeracy learning.

Black Music Aesthetics (BMA), guided by conceptual approaches grounded in African belief systems, are found in the structure and performance practices of Black musics. Music education in American society leans strongly toward Western European aesthetics, which includes: the centrality of rhythm, pitch, and harmony to musical understanding; a reliance on written notation for preserving and sharing musical ideas; and a primary focus on sounds. While Black music and musicality can be explored using Western European aesthetics, they cannot be thoroughly explored in this way. In this series of articles, I draw on the work of ethnomusicologists to define BMA and provide concrete examples for incorporating them in general music. The first article in this series provides a historical foundation and definition for BMA and offers examples of how it can be centered in the study of Black musics.

Critical thinking ability is a very important basic ability in learning mathematics. In the era of technological advances and digitalization, a comprehensive learning approach is needed that accommodates critical thinking skills. The controversial problem-based multimodal approach with ethnomathematics is seen as being able to improve this ability. This can be seen from the characteristics of the learning model with the Ethnomathematically Controversial Problem-Based Multimodal approach that accommodates visual, auditory, and kinesthetic learning styles. However, there is no empirical evidence that the combination of that approach and ethnomathematics (Balinese culture) in digital learning can improve students' critical thinking skills. This study aims to comprehend the impact of digital learning with a controversial problem-based multimodal approach, incorporating Meru and Jejaitan Bali ethnomathematics on students' critical thinking skills. Quasi-experimental research uses a Randomized Complete Block Design (RCBD) applied to measure students' initial abilities, namely students with low, medium, and high initial abilities. The instrument used in this research is a test of critical thinking skills which contains controversial issues with ethnomathematical nuances in the cases of the sacred building of Meru. The population consists of 202 grade IX students, with 48 in the experimental group and 52 in the control group. The ANOVA test results demonstrated that using this approach was effective in improving students' critical thinking skills. (This can be seen from the value of sig. 0.00 < =0.05 which means that there is a difference in students' critical thinking skills between the experimental class and the control class). According to the t-test results, students in the experimental group had significantly higher critical thinking skills than students in the control group. Tukey's test shows that critical thinking ability varies depending on the student's beginning ability. In conclusion, this combination is effective in improving students' critical thinking skills, especially on the topic of geometry.

Chinese Tujia folk songs, deeply rooted in the cultural heritage of the Tujia ethnic group, serve as a living repository of history, values, and traditions. The primary objective of this study is to investigate the historical development of education and cultural literacy in Chinese Tujia working songs in Chongqing. The comprehensive literature review provides insights into the history of the Tujia ethnic group, their musical heritage, and contemporary challenges to preserving their cultural traditions. The research site includes Youyang Tujia and Miao Autonomous County, Shizhu Tujia Autonomous County, Pengshui Tujia, and Miao Autonomous County, and Qianjiang District. Key informants, including accomplished artists, academic researchers, and local experts, share their invaluable insights related to the preservation and performance of Tujia folk songs. By using the principles of music aesthetics, music ethnology, and ancient Chinese music history. The result of this study underscores the critical importance of preserving intangible cultural heritage, especially in the context of today's rapid modernization and globalization. They highlight those traditional folk songs, like Chinese Tujia working songs, hold immense cultural and historical value. The study also provides actionable recommendations for ensuring the continued vitality of these culturally rich songs. These suggestions can guide efforts to integrate Tujia folk songs into educational curricula, support local musicians and artists, and promote cultural events.

"Troso" woven fabric is a kind of weaving fabric produced in a village in Indonesia called "Troso." The aim of this study was to identify the detailed process of manufacture of "Troso" woven fabric and reconstruct it related to several scientific concepts. Research method started by observe several local cultures in this city, and found that students can better understand the science concept and increase their environmental awareness when it is exemplified by circumstances in their surrounding environment. The results of Troso woven fabric reconstruction can be used as a contextual alternative learning resource and increase students' awareness in protecting their environment. This study uses a qualitative research approach through ethnoscience and ethnoecology. The two aspects of the study were carried out through the process of reconstructing indigenous science into scientific science. The research stages include pre-research preparation, primary data collection through observation, in-depth interviews, discussion, and direct observations. The next step was collecting data from the study of cultural documents on the manufacturing of Troso woven fabric as well as verifying, reconstructing, formulating, and conceptualising into science. Various scientific studies relate to the measurement process, compounds and mixtures, heat, and energy transfer associated with ethnoscience. Ethnoecologically, the community does not know yet about the environmental impact that has occurred, resulting in environmental damage even though the community has not directly observed it. By associating science material with the local culture, it is hoped that the understanding of science will become more meaningful and contextual.

This research is an ethnomathematical research that aims to explore the mathematical abilities of the Bugis people in weaving the "lipa' sabbe." This study applies a qualitative method with an ethnographic approach. The data were collected through observation, interviews, and documentation. Based on the results, it can be explained that in the process of weaving silk, the craftsmen combine the techniques of counting, designing, placing, and measuring as mathematical activity to produce various motifs. The weaver's ability to count and design motifs produces geometric planes that are transformed through a combination of reflection, translation, and dilatation. In making visualized motifs resembling curved planes such as the "lagosi" motif, the "phinisi" or the "batumesang" motif, they are approximated by using a collection of rectangular pixels from the arrangement of warp, weft and other motif yarns such as gold or viscose. The redesign of the silk motif uses the the number patterns identified on the arrangement of the yarns. In algebra, the "lipa' sabbe" motif can be represented by a set of constant functions, parallel linear functions, or degree-n polynomial. The results of this study indicate that the mathematical concepts in "lipa' sabbe" motifs are not only in the form of geometric concepts, but also include the concepts of number pattern, and algebra. Based on the manufacturing process and the resulting motifs indicate that the craftsmen have unique mathematical abilities.

Inquiry-based learning overcomes the gap between the acquisition of knowledge through discovery though it is not always directly proportional to students' development of critical thinking (CT). Knowledge about the real-world contexts in which children will learn is the first step in cultivating CT in science learning. Science inquiry is most relevant when it is linked to the cultural context and local wisdom in which students are growing and developing. On one hand, the current focus of learning is on digital systems which can also provide opportunities to enhance CT. The current study aims to implement a blend of inquiry-based learning and Ethnoscience on a digital learning platform (e-learning) and assess its effect on the pre-service science teachers' (PSTs) CT abilities. The study is conducted using an experimental method involving PSTs as participants. Several valid test instruments are employed to measure CT skills and the results are analyzed. According to the study's findings, there have been notable advancements in CT due to the digital learning platform's dynamic fusion of Ethnoscience and inquiry. This study demonstrates that the dynamic blend of Ethnoscience and inquiry in a digital learning platform can serve as a cutting-edge learning method for empowering CT particularly in future science teachers.

This study aims to determine the effectiveness of ethnomathematics-based learning on students' mathematical literacy through a meta-analysis study. Primary studies were collected from Google Scholar and ERIC databases based on the inclusion criteria. The results of the literature review obtained 16 studies, either from theses, proceedings, or journal articles. Furthermore, the effect sizes were combined according to the Random Effects Model (REM) and data analysis using CMA v3 and R Studio (Meta Package). The calculation results obtained an overall effect size which indicates that ethnomathematics-based learning has a "strong" effect on students' mathematical literacy when compared to conventional learning. As a result of the moderator category analysis, it was found that the effect sizes differed significantly according to students' regional demographics, independent variables, and subject matter. However, it does not show significant differences when based on the duration of the meeting, education level, sample size, experimental design, type and year of publication. Thus, it can be said that ethnomathematics-based learning can be an effective learning model for increasing students' understanding of mathematical literacy, especially in the Kalimantan Island region, recommended to be integrated with the Ethnomathematics Pop Up Book and Visual Thinking learning model, and Probability & Sets and Transformation Geometry materials, using Nonequivalent Control Group Design are recommended to be taught through this learning model.

Purpose: Ethnomathematics can help understand math concepts but is challenging in countries like Indonesia and Thailand due to its complexity. This study explores how math educators in these countries view integrating ethnomathematics into teaching. The purpose of this study is to see its importance in helping students understand and apply math concepts in different cultural settings. By looking at educators' opinions, the study seeks strategies to effectively use ethnomathematics in education. Design/methodology/approach: The research used a mixed-methods approach with questionnaires and interviews to gather data from 138 Indonesian and 145 Thai educators, including lecturers, teachers and preservice teachers. Quantitative data were analyzed using descriptive statistics to classify responses. Qualitative data analysis involves reducing, presenting, concluding and validating data to ensure accuracy. This approach aimed to provide a complete understanding of educators' views on ethnomathematics. Findings: The quantitative results showed strong support among Indonesian educators (average score 4.77) for integrating cultural elements in math education. Thai educators were slightly less enthusiastic (average score 4.57), but still positive. Interviews revealed unique cross-cultural perspectives and emphasized the need for theoretical and practical applications of ethnomathematics in the classroom. This perspective highlights the importance of social context and interaction in learning and calls for innovative teaching methods that use students' cultural backgrounds. Originality/value: This study offers new insights into how Indonesian and Thai educators view ethnomathematics, considering their cultural contexts. It underscores the importance of adapting teaching approaches to fit each country's cultural characteristics, showing the close link between ethnomathematics and cultural development.

Purpose: This research lies in the domain of Vedic mathematics, and it explores the application of the related Vedic sutras in different branches of mathematics, science, education, and engineering across Asia and Europe. Design/methodology/approach: The study embraced a qualitative research design followed by a systematic literature review (SLR) approach which describes the significance of Vedic mathematics. The study made use of purposive sampling through which the data were collected from 102 articles by using inclusion and exclusion criteria. It includes publication years, the types of research methods, and uses of Vedic mathematics sutras in different branches of knowledge stated by the researchers. Its goal is to offer a more thorough explanation and an evaluation of how the inquiry affected the conclusions. The articles examined in this review included all the journal articles and doctoral theses from the databases of Google Scholar, Science Direct, Scopus, and Sodhganga which were published during the period 2010-2022. Findings: The research found that the application of the sutras of Vedic mathematics has been increasing immensely in India. The researchers in this area are fond of qualitative research methods. This research has shown that sutras of Vedic mathematics especially "Urdhvatiryakbhyam" and "Nikhilam Navatascaramana Dasastah" have been frequently used in mathematics and engineering in technical higher education. The impact of other sutras has been quite useful, which augments that in many disciplines where the applications of Vedic mathematics are prevalent, it can be functional. The study concludes by reprising the result, its limitations, and the use of Vedic mathematics as a sustainable source of knowledge. Research limitations/implications: Vedic mathematics is an area where a lot of potential applications are created in science, mathematics, engineering, and education. Even with the latest technological advancements like learning analytics, artificial intelligence has its connection with this branch of learning, which is the greatest treasure of the Indian knowledge system. The research in this area is not reported in any databases or any standard format so researchers find it difficult to locate and study this broad conceptual domain. Practical implications: It will help the reader and other academic stakeholders to widen their view on the new and innovative techniques of Vedic mathematics. It is advised that additional studies would look at and evaluate papers published after this time so that readers may get a wider view of the concept of Vedic mathematics. Social implications: It will help society to know the essence of Vedic mathematics that how useful it is. Vedic mathematics helps learners to learn in a very factual and accurate manner especially while dealing with mathematical calculations. It will enhance the problem-solving skills among learners. It will be beneficial for all types of learners which will help them to become better individuals for a nation. Originality/value: The paper enriches understanding of the potential applications of different sutras from Vedic literature in different fields of knowledge. The outcome of the research encourages educationists and policymakers to include Vedic mathematics in the curriculum to foster quantitative reasoning and problem-solving at varied levels of learning.

This article analyzes elementary school students' didactical situation in traditional games through ethnomathematics learning. The conventional game studied was "Endog-Endogan" or egg games from the Sundanese culture, West Java, Indonesia. This qualitative and quantitative study applied the design of the didactic learning stage. The quantitative study employed the Rasch Winstep Model to survey 56 elementary school students from grades 2 to 6 as respondents in implementing "Endog-Endogan" games in mathematics learning. The instruments used in this stage were the worksheet, documentation, and observation. Data analysis was carried out by collecting and describing the data of students' responses in Student Worksheets to obtain the data on findings of student learning obstacles. Then the data from the questionnaire were analyzed using a rash model: person and item reliability, unidimensional, and summary of items. The study results showed that the didactic design process in ethnomathematics learning teaching materials could be optimum with "Endog-Endogan" games because almost all teacher predictions were equal to elementary school students' responses. Besides, traditional games can be used as a solution to make learning mathematics easy and flexible with the mathematical concepts taught.

Mathematics is employed in cultural activities in traditional and nontraditional societies. Ethnomathematics refers to mathematical ideas integrated into a culture. The culture can be used as a transformation effort to explore mathematical concepts in order to bring the mathematics closer to the reality and understanding of its people. Moreover, culture can be used as a groundwork for school mathematics. This study investigated ethnomathematics as geometry context illustrations of the patterns of Tapis Lampung in Indonesia. With an ethnographic approach and Rasch measurement that is to measure of persons and items on the same scale, this research is a quantitative study. Data were collected through test and documentation with tapis pattern results. It was discovered that the designs of the Tapis Lampung include geometric concepts that can be expressed as translations, rotations, reflections, and dilations. Moreover, students have different results of the creative thinking in mathematics. Each Tapis pattern also includes local values (i.e. sacred values, social stratification, history and understanding, creativity, inclusiveness, and economic value). Tapis Lampung can be used to disseminate and inform the world about Indonesian local wisdom and potentially as a source of contextual mathematics in rural schools and urban areas.

Statistical reasoning ability is one of the essential skills in developing competence, which is one of the Sustainable Development Goals (SDGs). This study aims to explore the statistical reasoning ability of junior high school students in descriptive statistics learning. The investigation directs students to determine their level of statistical reasoning ability. The Rasch model analysis analyzes whether there is a bias in the item questions used in exploring these abilities based on demographic factors such as gender, initial mathematical ability, and ethnic background. This study uses a mix-method (a combination of quantitative and qualitative methods). Based on the Rasch Model analysis, quantitative and qualitative data were obtained from 22 students utilizing a statistical reasoning ability test instrument based on the ethnomathematics context, which was valid and reliable. The results of data analysis show that students have different levels of statistical reasoning abilities and are related to students' initial mathematical ability. Students with low initial mathematical skills are at level 1 idiosyncratic, while students with high initial mathematical skills are at procedural level 4. The results of the DIF (Differential Item Functioning) analysis showed no significant difference between the use of the ethnomathematics context-based test instrument and the demographic factors of the research subjects. This study concludes that students can explore statistical reasoning ability through ethnomathematics-based problem solving but still pay attention to other demographic factors.

Citizenship education is historically linked with political developments that have forced governments to think deeper about nationality, power, identity, and the process of decolonization since large sectors of the population are denied and even excluded from the development of their citizenship. Currently, there is a need to provide mechanisms that foster the development of students' citizenship by enabling them to position themselves critically, politically, responsibly, and constructively in their own sociocultural contexts. These mechanisms contribute towards offering the intellectual tools needed to participate in society and also can encourage educators to develop pedagogical actions that stimulate students to develop their citizenship and be aware of problems they face in their communities. Thus, results of a study conducted in a public middle school, located in the metropolitan region of Belo Horizonte, Brazil, with 12 eighth-grade middle school students enrolled in a state public school, who are residents in a peripheral community, showed how ethnomodelling contributed to the development of mathematical content, which helped them to understand and propose solutions to the lack of basic sanitation. We concluded that competencies to analyze, decide, and judge solutions through the elaboration of ethnomodels helped students to make decisions to local and global problems, which promoted the development of their citizenship as well as the acknowledgment that the denial and exclusion process of peripheral communities' members still prevails in modern society.

Intuition is the first way humans get knowledge. A worker in making a traditional West Java house works using his experience to be able to determine how many building materials are needed to become a house. The roof of the house is one part that is quite complicated to determine the amount of wood needed. Workers using intuition based on experience that has been experienced greatly determine the accuracy of the measure. Through this research, the researcher hopes that the method of determining the amount of wood used to make the roof (suhunan) of houses in West Java has added scientific value because it is related to existing mathematical concepts. The subjects of this study were workers who made traditional houses in West Java Regency. This study uses a qualitative method with an ethnographic approach. This study aims to describe an in-depth study of how to determine the amount of wood used to make traditional houses and its relation to mathematical concepts. The results showed that the workers who made the traditional houses started outing for the first time by calculating the number of wood chips needed to make the KAP intact to make the roof from it, they were easier to determine the amount of wood needed.

This article discusses Cigugur indigenous communities' custom in carrying out calculation practices to determine the best time to start house construction activities. The realist ethnography approach was used in this study through exploratory research. The ethnomathematics design adopted four elements: generic questions, initial answers, critical constructs, and specific activities. Ethnomodelling was used to translate cultural mathematics ideas into academic mathematics through ethical, emic, and dialogical approaches. Based on ethnomathematics, the community practices the dimensions of necessary universal mathematical activities, such as counting, placing, and explaining. Based on ethnomodeling, mathematical ideas and practices carried out are relevant to the concepts of enumeration, integer operations, sets, relations, congruence, and modulo. The study results recommend the importance of ethnomodelling as a methodological approach to ethnomathematics to create and develop didactical situations, especially in developing a new lesson.

The aim of this research was to describe the results of the exploration of mathematical concepts in Malang City's traditional game Tong Tong Galitong Ji or Nasi Goreng Kecap. This research is a qualitative study with an ethnographic approach. Data were collected through field observations, documentation (photographing and video recording), and in-depth interviews. Data analysis to explore the internal structure of mathematical concepts in the five stages of the game Tong Tong Galitong Ji was performed by taxonomic analysis. Exploration of the concept of basic mathematical operations (addition, subtraction, and multiplication) occurs in stages one through five, exploration of the concept of arithmetic modulo 6 and 3 operations in stages two through four, and exploration of the concepts of arithmetic sequence and probability in stage five of the game Tong Tong Galitong Ji. Stage five features basic mathematic operations of addition, subtraction, and multiplication (division excluded), as well as the concept of arithmetic sequence during the determination of punishment quantity. Punishment quantity is determined by operating any one of the numbers 10, 4, and 7 decided on in stage three with a natural number (ji, ro, lu, …, n) in stage five. The concept of probability also appears in stage five during simultaneous finger showing.

Past studies revealed that the integration of ethnomathematics approaches is of great importance in the teaching and learning of mathematics as it is believed to improve learners' understanding and achievement in mathematics. Cognisant of the benefits of using ethnomathematics approaches in teaching and learning mathematics, the Zimbabwean school syllabus recommends the adoption and integration of ethnomathematics approaches to improve the learners' performance. The purpose of this mixed-method study was to determine the comparative effectiveness of ethnomathematics approaches and the traditional lecture approaches as well as teachers' views on the use of ethnomathematics approaches. The study sample comprised 90 learners and two teachers from one secondary school in Bindura district in Zimbabwe. Two instruments, a test and interviews were used for data collection. The participating teachers taught the concepts of consumer arithmetic for four weeks. Findings of the study showed that learners taught using an ethnomathematics approach achieved significantly higher in the test than those taught consumer arithmetic using the traditional approach. The study revealed that teachers appreciated the use of ethnomathematics approaches in the teaching of consumer arithmetic as their learners were motivated, actively involved and interested in learning the concepts. It was also reported that ethnomathematics approaches improve learners' understanding and retention of arithmetic concepts. The study, therefore, recommended training of the teachers on the use of the ethnomathematics approach in the teaching and learning of consumer arithmetic.

Mathematics cannot be separated from everyday life. The use of mathematical concepts in cultural activities can be studied through the ethnomathematics program. However, ethnomathematics research may not be able to provide noticeable results, especially in constructing mathematical modelling for pedagogical purposes. Ethnomodelling later became one of the concepts introduced as an approach in ethnomathematics research. Based on the cultural aspect, the ability to predict a good day in farming is included in the holistic concept of culture because it belongs to the knowledge system and belief system (religion) in the universal element of culture. The research was conducted using an ethnomethodological approach and a realist ethnographic design. Based on this, this research was conducted to describe the ability of the Cigugur indigenous people in Kuningan Regency to predict what days are considered good to start farming activities. Data were collected by using observation techniques, in-depth interviews, documentation, and field notes. Data analysis techniques are carried out in stages through content analysis, triangulation, and pattern search. Based on the study of ethnomathematics, research that is able to describe the mathematical ideas and practices of the indigenous Cigugur community can be classified into several fundamental mathematical dimensions including counting, finding, measuring, designing, and explaining. The use of the ethnomodelling approach in research can describe several mathematical concepts used by the concepts of numbers, sets, relations, congruence, modulo, and mathematical modelling.

Internationalisation of the curriculum has been the subject of various debates in recent years in higher education institutions. In particular, the need to incorporate local knowledge systems when internationalising the curriculum continues to be a major challenge in African universities. This study explores faculty members' experiences inherent in the internationalisation of the curriculum at one Mozambican university. On the basis of semi-structured interviews with eleven faculty members, two research questions were investigated: (1) How do faculty members understand the internationalisation of the curriculum in their university?; and (2) How are local knowledge systems embedded in the internationalisation of the university curriculum? The findings revealed that the internationalisation of the curriculum is mainly understood in terms of developing intercultural knowledge, skills and values; mobility of students, teachers and academic programmes; and teaching international students and languages. Some practices suggest opportunities for a more decolonised approach in the internationalisation of the university curriculum, such as the integration of local languages and the practice of ethnoscience, with the main focus on ethnomathematics.

The purpose of this study is to investigate the ethnopedagogy education in the teacher education programs in Kyrgyzstan. Basic qualitative research method was applied in the study. The data were collected through document review and interviews with graduate students from Kyrgyz-Turkish Manas University and instructors. The researcher stayed in Bishkek, Kyrgyzstan for 50 days to collect the data, the documents and to plan and conduct the interviews. The data collected via document review and interviews, were analyzed by content analysis method. As a result of the analysis, information about the ethnopedagogy class at Kyrgyz-Turkish Manas University teacher education program was reviewed and the instructors' opinions about ethnopedagogy education at teacher education programs and the graduate students' opinions about the ethnopedagogy class were identified. The most important result can be seen as that instructors and students give great importance to ethnopedagogy and adopt its ideas. They also indicated further insight and concrete proposals. As a country with a deep and rich history, it would be a great chance for Turkey to benefit from this educational experience. [This article includes an extended summary in Turkish.]

This research is aimed to explore the cultural elements especially in "Sasak" architectures in Lombok Island such as a home living (Bale), worship building (masjid), lumbung ("sambi") in ethnomathematics point of view. This research uses qualitative approach with cognitive (anthropology cognitive). The interviewees are the experienced custom leader and humanists who has conducted the research on "Sasak" society. Meanwhile, the data collection method used the participant, observation and documentation. Data analysis on this research is not only based on the researcher is interpretation but also the idea structure of the society. This research shows the evidence of sensitivity on the use of numbers practiced by "Sasak" ancestor long time ago in doing the measurement using their anthropometric ability (Ethnomathematics). The architecture products of "sasak" society also describe that "sasak" society is more focus on the process than the final products itself which describes the consistency in conducting role and cultural device which control the desire of individual construction.

The article examines the challenges university teachers face when adopting connective pedagogy in organizing teaching. Instead of studying the learning outcomes of the method, we decided in this research to focus on the teachers' experiences when doing things differently in a fairly traditional pedagogical institution like a university. In spring 2019, as a part of our new degree programme entitled Culture, Communities, and Change (KUMU) at the University of Jyväskylä, we implemented a multisensory ethnography course in collaboration with a third sector development project promoting village tourism in Central Finland. On the course, we applied a problem-based approach to implement the connective pedagogy through which we wanted to increase the students' working life skills and public engagement. While the main objective of the multisensory ethnography course was to develop village tourism and teach the students how to do ethnographic research, we also scrutinized our own teaching experience in developing higher education pedagogy through documenting our own activities in field diaries and analysing our own roles through self-reflexive ethnographic practice. The group discussions and the diaries of the teachers during the course are the data that has been analysed by means of social practice theory. The three elements of social practices--material, competence, and meaning--helped us to identify the important factors that should be taken into consideration when trying to change everyday practices in our work, in this case to organize collaborative teaching with a third sector development project. According to our results, a problem-based approach is an effective tool on a collaborative project course between the university and a third sector organization because it enabled us to practice connective pedagogy at a very practical level. There are also challenges in applying a new method. Studying our diaries and notes of group discussions and reflecting our experiences, we identified the following critical stages and weak spots: Planning and co-ordinating the course took a lot of time and resources and teachers must tolerate a certain amount of uncertainty. The competence of the teachers was also challenged; they needed to be open, for example, to dealing with unfamiliar research topics. Even if the teachers' meanings, motivation, and values were in accordance with the principles of connective pedagogy, there are still many contradictions in the meaning element of problem-based teaching practice. Above all, the teachers were compelled to question their role as experts when taking third sector actors as equal partners in producing new knowledge.

The aim of this research is to study the fundamental elements used to broaden mathematical knowledge and to establish guidelines for its development using Intercultural Bilingual Education (IBE) framework. This study is an experimental quantitative research. Problem solving pretest and posttest were given to the students of Carti Tupile School (control group) in Spanish and students of Sayla Olonibiginya School (experimental group) in their mother tongue. A didactic guide was used as the learning method in IBE for the fourth grade students of Sayla Olonibiginya School. It was used to motivate them to discover the principles and concepts of mathematics in arithmetic and geometry. The results showed that traditional methodologies are not better than the didactic guide used for contextualized development under the IBE.

This article focuses on a particular arena of creative practice: music students' largely sonic experience of Otherness through world music ensemble performance of klezmer (music with its roots in the weddings and other social occasions of mostly Yiddish-speaking Ashkenazi Jews in eastern and central Europe). Having briefly introduced klezmer, we situate our university ensemble into the traditions for teaching/learning it. We then present our pedagogic framework which combines ethnomusicological and intercultural thinking. We conclude with observations on how the module enables both increased transmusicality (through experience of a musical Other) and increased intercultural awareness (through the cultural encounters generated through klezmer performance).

This study reports on in-service mathematics teachers' views of geometry in the context of ethnomathematics. A convergent parallel mixed method design which includes both quantitative and qualitative methods was used to provide a deeper understanding of how the participants view geometry from an ethnomathematics perspective. Questionnaires and focus group discussions were used to gather data from 40 in-service mathematics teachers. The teachers' views of geometry were classified under the cultural, social and practical dimensions of ethnomathematics. The views held by the teachers influence the way they teach geometry. The study suggested that knowledge construction and conceptual understanding in geometry are essential for its application in everyday life.

This article presents a synthesis of existing literature on ethnomodeling and the ways in which it extends mathematical modeling research in mathematics teacher education. We also call on the field to consider ways to connect and value culture and content in teaching mathematics. There have been increasing calls for integration of a culturally responsive mathematics curriculum. Additionally, mathematics teacher educators and researchers have also emphasized the critical role of deep and meaningful mathematical content within curricular efforts that focus on culture and student identity. In this paper, we present how ethnomodeling connects to and extends current literature to apply mathematical modeling to shift toward culturally relevant and sustaining teaching practices while maintaining a focus on deep and meaningful mathematical content. We start by describing the various existing calls, present a synthesis of the literature supporting the components of ethnomodeling, and conclude by proposing a new call to action for the field to deepen existing efforts and plan for actionable steps for using an ethnomodeling approach to impact teacher education programs.

Since gaining independence in 1991, the Republic of Kazakhstan has been consistently working on restoring the national identity. An important role in this process is played by education, therefore, there is a growing Government interest in instilling national values in pre-service and in-service teachers. The aim of the research was to establish whether the attitudes towards the traditional values of the Kazakh people held by Master's students majoring in Education would change as a result of studying an elective course in Ethnopedagogy. Based on an analysis of the traditional values of the Kazakh people undertaken by Kazakh researchers, a classification of these values was developed and used as a basis for a questionnaire designed to identify attitudes towards these values. A survey was conducted with the students from two universities. The sample of the research was 119 people: 59 students formed the experimental group (the one where the elective course was taught), the remaining 60 were in the control group (that did not study the course). The survey was conducted twice: before the beginning and after the end of the course. The results of the first survey showed no statistically significant differences between the experimental and control groups. The second survey clearly showed positive changes in the attitudes towards the traditional values of the Kazakh people in the experimental group, while in the control group the results remained approximately at the level of the first survey. A conclusion was made that it is necessary to strengthen the national and cultural components in the content of pedagogical education in the Republic of Kazakhstan.

The aim of the research is to describe the profile of problem solving ability of secondary student with high mathematical ability in learning based on realistic mathematics supported by ethnomathematics. The study is a descriptive qualitative research. The subject is a 7th grade student in a public secondary school at Semarang regency, Central Java. The data was collected by test and interview. The student's problem solving ability was analyzed by using Polya Steps. The results showed that the profile of student's problem solving ability with high mathematical ability was very good. In the beginning, the student started by understanding the problem completely. Then, they was making good planning to solve the problem, applying the correct process, and producing the right answer. In addition, they could look back the process but incomplete yet. This finding, hopefully, helped teachers in choosing the appropriate strategies or instructional approaches in order to improve the students problem solving ability.

Mathematics is a form of culture integrated in all aspects of society, wherever there are, including the sundanese ethnic communities. This enables the mathematical concepts embedded in cultural practices and recognizes that all people develop a special way of doing mathematics called ethnomathematics activities. Sundanese ethnomathematics is mathematics in sundanese culture implemented in community activities. Sundanese ethnic sundanese people living in the area of West Java Indonesia, speaking sundanese language, and having activities reflecting sundanese culture. Sundanese ethnomathematics in this study has three activities, namely estimating, measuring, and making patterns appearing in the activities in term of "kibik" (a unit for measuring volume), "bata" (a unit for measuring surface area), and path "pihuntuan" (a model of cane work).

This study is an exploratory research aims to find and know about a phenomenon by exploration. Therefore, the approach used in this study is ethnographic approach, an empirical and theoretical approach to get description and deep analysis about a culture based on field study. From the sustainable interviews and confirmation about field research with some community leaders in Cipatujah district, Tasikmalaya regency and in Santolo Pameungpeuk beach, Garut regency; it is found that Ethnomathematics is still widely used by Sundanese people especially in rural areas: the use of measurement units, mathematical modeling, and the use of clock symbols. The results of this study can be useful for Sundanese people and the government of West Java in education, cultural services, and tourism.

The purpose of this research is to design assessment instrument to evaluate science generic skill (SGS) achievement and chemistry literacy in ethnoscience-integrated chemistry learning. The steps of tool designing refers to Plomp models including 1) Investigation Phase (Prelimenary Investigation); 2) Designing Phase (Design); 3) Construction/Realization Phase (Realization/Construction); 4) Test, Evaluation and Revision Phase. (Test, Evaluation and Revision). To test the validity of assessment instrument, it was used content validity by three experts as validators, while to test the practical, it was used questionnaire which were given to 22 college students of food ingredients chemistry that is integrated of ethno-science and two supporting lecturers. The result of content validity showed that assessment tool which was developed was valid stated by experts with the reliability coefficient was 0.72. Every lecturers and 21 students gave positive response, so it can be concluded that developed assessment instrument was practice to use.

The relevance of the subject of this article is determined by an incomplete coverage of a vast domain of ethnocultural knowledge in the existing programs of training of the future educators, which allows to comprehend the values, implication and meaning of the legacy of the past and its role in the development of an individual, society and humanity at large. The aim if this article is to develop a structural-functional model of ethnocultural training of the future educators. The leading method of this research is a modeling approach, which considers the ethnocultural training of the future educators as a purposeful and organized process of formation of their ethnocultural competency. The article addresses the nature of ethnocultural competency of an educator, and its component elements (ethnopedagogical, ethnopsychological, multicultural sub-competencies); it develops a structural-functional model of ethnocultural training of the future educators, and proves the efficiency of organizational pedagogical conditions of formation of ethnocultural competency of the future educators. The discovered structural-functional model of ethnocultural training of the future educators, comprised of such component elements as an objective, content, organizational process and result, allows to enhance the process of formation of ethnopedagogical, ethnopsychological and multicultural knowledge and skills of the future educators; to develop the skills of professional and personal self-realisation in a multicultural environment; to generate ethnosensitivity to the country-specific factor. This article's material may be applied in the organization of educational process designed to form an ethnocultural individual in every segment of the educational system.

In a dehumanized world in which meanings derived from dominant liberal world views are tacitly assumed to exist objectively and to impose themselves on discourses and on minds quite independently of who expresses them, this paper endorses what Immanuel Wallerstein calls "unthinking social science" and then rethinking social science in the light of modernity's "other". We understand social science to include not just the academic fields discussed by Wallerstein like economics and political science, but also applied fields that tend to be inscribed within a liberal world view such as management, law, accounting, business, and education. Historically and logically, central planning and mixed economies in some ways deepen democracy, but nevertheless essentially preserve the logic of modernity (characterized by Max Weber as "Zweckrationalität"), and this paper argues that they are "unequal to the task". We must, to use some phrases from Tom Berry, work to achieve a culture shift at a deeper level, at the constitutive level. A green, frugal, and less socially unequal future (which is the only possible future) is only possible if we can find ways to violate with impunity the systemic imperatives imposed by modernity's regimes of accumulation, be they capitalist, socialist, or mixed. We need to go further back in history beyond the point where commerce replaced kinship, to find the premises of a viable future. This implies that non-Western and indigenous knowledge systems are entitled to respect. "Standard science as it stands today has many useful practical applications, but it does not have a metaphysical monopoly on the right way to talk about what 'is'" (Bhaskar, 1986).

The unique and shared visions of dynamic activist-musicians in Ethnomusicology and Music Education have resulted in changes to curricular content and instructional processes in schools and on university campuses. Teachers in a wide variety of venues, including university professors, who seek a multicultural-intercultural-global array of songs, instrumental pieces, dance, and listening selections are locating them online, where they are finding the results of fieldwork by ethnomusicologists that apply to their curricular practices and programs. The significant overlap of ethnomusicology and education historically and in continuing the diversity movement in education at all levels and venues, however, conceals the fact that the fields are uniquely focused on goals particular to their specializations of "pure" and "applied" scholarship. Ethnomusicology continues its earnest interest in interdisciplinary questions of music and cultural anthropology, folklore, performance studies, politics, religion and ritual, gender studies, race or ethnic studies, while music educators remain focused on honing the multiple dimensions of excellence in music teaching and learning. Attention to the two coinciding yet distinctive fields, along with a glance at the emerging studies in Community Music and Applied Ethnomusicology, provide insights leading to policies on pathways to diversity, equity, and inclusion in and through music.

Introduction: This study reviews the most commonly used Hungarian terminology of pedagogical folklorism terms, their interpretations and the conceptual debates around them, as well as the possible imprecisions related to them. With the help of Hungarian and international examples, it places the technical terms of the ethnography-folk tradition-pedagogy triangle into a system and finally, it gives recommendations on the scientific terminology to be used to describe the phenomenon. Purpose: The focus of this contribution is to create a system in the expressions that refer to the relationship between folk tradition and pedagogy and to carry out the systematisation of pedagogical activities related to folk tradition/ethnography and to rethink them in a modern and terminology-critical manner. Methods: In the present study, we applied source analysis, content analysis, logical operations (analysis, synthesis, comparison). Conclusions: Researchers of the issues at the intersection of pedagogy, ethnography, ethnology and anthropology have more or less consistently been applying the term ethnopedagogy for this interdisciplinary research area. It would be expedient to carry out the systematization of pedagogical activities related to folk tradition/ethnography and to rethink them in a modern and terminology-critical manner with the introduction of the term "ethnopedagogy." This term may be able to connect the partially overlapping, sometimes parallel (at others, contradicting) terms related to the pedagogy of folk tradition without the risk of homogenisation.

This article describes our transitions through three phases of a reflective cycle as a journey from the past to the future. In the descriptive phase, we delve into our past research experiences and address questions such as: What is the role of mathematics at work? In doing so, we uncovered additional venues for exploration that called for a new mode of analysis. We transition into a theory-building phase where we share our learning experiences that occurred in-the-moment. We then shift to an action oriented (reflexive) phase during which we construe personal practical theories that enable us to negotiate broader understandings of the role of mathematics at work and identify areas for future inquiry. We document our lived experiences as informed and inspired by our work with two groups of workers--bus conductors and street vendors.

Ethnomusicology, the field in which the author has spent most of his life, is an unpronounceable interdisciplinary field whose denizens have trouble agreeing on its definition. He calls it the study of the world's musical cultures from a comparative perspective, and the study of all music from the perspective of anthropology. In this article, the author attempts to chronologically describe the great contributions from the field of ethnomusicology.

In this article we analyze Ethnomathematics research in Portugal in the recent past and the way it has been used in Education. We divide our reflection in three main parts. One is about people's discourse and actions and how to use them to uncover mathematical thinking. The second is about artifacts and how to use them to uncover mathematical thinking. The third is about how to use ethnomathematics research to improve mathematics education. In each of these sections we reflect on some of what has been made and we propose paths we think are worth pursuing.

To encourage the health and well-being of American Indian (AI) communities, it is first necessary to understand the meaning of health for particular tribes. As such, this investigation reports on the meaning of health and well-being for Chickasaw families. Findings from this investigation additionally highlight ways in which characteristics of strong Chickasaw families are both similar to and different from those of other AI tribes. Implications for science and practice are discussed. (Contains 5 tables.)

Jeffrey Passel surveys demographic trends and projections in the U.S. youth population, with an emphasis on trends among immigrant youth. He traces shifts in the youth population over the past hundred years, examines population projections through 2050, and offers some observations about the likely impact of the immigrant youth population on American society. Passel provides data on the legal status of immigrant youth and their families and on their geographic distribution and concentration across the United States. He emphasizes two demographic shifts. First, immigrant youth--defined as those children under age eighteen who are either foreign-born or U.S.-born to immigrant parents--now account for one-fourth of the nation's 75 million children. By 2050 they are projected to make up one-third of more than 100 million U.S. children. Second, the wave of immigration under way since the mid-1960s has made children the most racially and ethnically diverse age group in the United States. In 1960 Hispanic, Asian, and mixed-race youth made up about 6 percent of all U.S. children; today that share is almost 30 percent. During that same period the share of non-Hispanic white children steadily dropped from about 81 percent to 56 percent, while the share of black children climbed very slightly to 14 percent. By 2050 the share of non-Hispanic white children is projected to drop to 40 percent, while that of Hispanic children will increase to about one-third. This changing demographic structure in U.S. youth is likely to present policy makers with several challenges in coming decades, including higher rates of poverty among youth, particularly among foreign-born children and children of undocumented parents; high concentrations of immigrants in a handful of states; and a lack of political voice. A related challenge may be intergenerational competition between youth and the elderly for governmental support such as education funding, Social Security, and government health benefits. In conclusion, Passel notes that today's immigrants and their children will shape many aspects of American society and will provide virtually all the growth in the U.S. labor force over the next forty years. Their integration into American society and their accumulation of human capital thus require continued attention from researchers and policy makers. (Contains 5 figures, 4 tables, and 41 endnotes.)

In this article I explore the relationships between identities and musicking in Grenada, West Indies, taking into account the understandings of community and nationhood that foreground and inform identity discourse in the Grenadian context. Through the dual lenses of music education and ethnomusicology, I analyze musicking and music education initiatives intended to "rescue" Grenadian identity and Grenadian values as articulated by an older generation of Grenadians and by governmental agencies. I argue that musicking in Grenada is intertwined with identity in complex ways, and that there is a perceived lack of transmission of folk musicking practices whose consequences extend well beyond losing musical traditions. This article illuminates conflicts of identity, the deep sense of loss of "who we are" that has occurred in Grenadian society in recent times, and controversies of music transmission.