Infusing Ethnomathematics: Proficiency of Preservice Mathematics Teachers in Task Design.

The widespread use of mathematics throughout all facets of life and its universal presence in every culture suggests a strong intense relationship between mathematics and culture. Teachers can effectively communicate mathematical concepts to students from diverse cultural backgrounds by preparing high-level mathematical tasks that are culturally relevant. In our increasingly culturally diverse society, it is crucial for teachers to possess the necessary skills to effectively interact with students from various cultural and ethnic backgrounds. For this reason, this study aimed to assess the ability of preservice mathematics teachers to reflect the relationship between culture and mathematics in the mathematical tasks they created. In this qualitative case study, 57 preservice mathematics teachers completed 14-week elective course to develop the required basis for designing ethnomathematics tasks. The preservice teachers designed ethnomathematics tasks for a total of 19 groups upon completing the course. These tasks were analyzed in three stages. During these stages, we analyzed the conformity to the principles of activity design as outlined by Yeşildere-İmre (2020), assessed the cognitive demand levels of ethnomathematics tasks using Smith and Stein’s (1998) framework, and evaluated the level of integration culture and mathematics using Ethnocognitive demands in mathematics tasks rubric developed by researchers, in that order. As a result, the study revealed that the majority of tasks meticulously adhered to established activity design principles. Cognitive demand levels across the tasks varied significantly, with those at higher levels prompting deeper analytical thinking and problemsolving skills among students. Overall, the tasks demonstrated robust potential in facilitating a comprehensive learning experience, bridging theoretical knowledge with practical application. [ABSTRACT FROM AUTHOR]