Global Insights on Ethnomathematics: Teachers’ Perspectives from Brazil, Nepal, United Arab Emirates, and the United States

This research investigates mathematics teachers’ perspectives on incorporating ethnomathematics within diverse cultural and educational contexts, specifically in Brazil, Nepal, the United Arab Emirates (UAE), and the United States (US). Ethnomathematics, conceptualized by D'Ambrosio (1985), underscores the relationship between mathematics and cultural practices, fostering pedagogical approaches that are both inclusive and contextually relevant. While its benefits include enhancing student engagement and connecting abstract mathematical concepts to cultural realities, its integration into formal education systems has been constrained by challenges such as limited teacher training, insufficient resources, and inflexible curricular frameworks (Sunzuma & Maharaj, 2019). The study aims to explore teachers’ perceptions of the relevance, applicability, and impact of ethnomathematics while identifying the systemic and contextual barriers to its adoption. A comprehensive online survey targeting approximately 4,000 educators from both urban and rural settings serves as the primary data collection tool. Participants’ cultural and professional backgrounds will be analyzed to identify influences on their instructional practices. Statistical methods, including descriptive analysis and ANOVA, will be employed to examine and compare trends across the participating countries. Preliminary findings highlight the potential of ethnomathematics to support culturally diverse teaching practices, enhance student motivation, and bridge the gap between abstract mathematical concepts and real-world applications (Johnson & Corey, 2020; Leonard, 2008). However, the study also underscores persistent obstacles, such as limited access to ethnomathematical resources and a lack of professional development opportunities for educators (Rosa & Orey, 2011). The outcomes of this research aim to inform the creation of targeted professional development initiatives, resource development strategies, and policy frameworks to promote the integration of ethnomathematics within global educational systems. By examining perspectives across four distinct cultural and educational contexts, this study advances the theoretical discourse on ethnomathematics and its implementation. The findings provide actionable insights for fostering equity and inclusivity in mathematics education. References D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48. Johnson, J. D., & Corey, D. (2020). A case for ethno-m-learning (EmL): What is it? Why learners need it? Journal of Mathematics and Culture, 14(2), 51–70. Leonard, J. (2008). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. Routledge. Rosa, M., & Orey, D. C. (2011). Ethnomathematics: The cultural aspects of mathematics. Revista Latinoamericana de Investigación en Matemática Educativa, 14(1), 33–54. Sunzuma, G., & Maharaj, A. (2019). Teacher-related challenges affecting the integration of ethnomathematics approaches into the teaching of geometry. EURASIA Journal of Mathematics, Science and Technology Education, 15(9), 1–13.