Cultural Relevance in Mathematics Education Using Indigenous Patterns for Teaching Algebra
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| Title: | Cultural Relevance in Mathematics Education Using Indigenous Patterns for Teaching Algebra |
|---|---|
| Language: | English |
| Authors: | Joseph B. Tandas, Ryan L. Cerveza |
| Source: | Mathematics Teaching Research Journal. 2025 17(5):237-261. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Culturally Relevant Education, Mathematics Instruction, Algebra, Foreign Countries, Indigenous Populations, Mathematical Concepts, Cultural Awareness, Indigenous Knowledge, Teaching Guides, Preservice Teacher Education, Mathematics Education |
| Geographic Terms: | Philippines |
| ISSN: | 2573-4377 |
| Abstract: | The study identified the algebraic patterns present in the cultural artifacts in the mountain ranges of northeastern Luzon, Philippines, and explored their integration into teaching mathematics. Culturally responsive teaching is a practice applied both locally and internationally, designed to strengthen the link between students' cultural context and their academic learning. Qualitative research was applied through an ethnographic approach since it highlights the indigenous community's extensive collection of tangible cultural artifacts. To precisely identify cultural artifacts and their mathematical patterns, ethnographic research uses contextual interviews, passive observation, and archival analysis. It was found that bead patterns, baskets, and pendants all symbolize personal ornaments, livelihood activities, and status symbols, respectively. Additionally, gongs are employed in ceremonies and festivities, and baskets display regional expertise and practical artistry. The community's relationship with the land and sustainable living methods is reflected in architectural styles such as traditional homes. Further, by employing a mathematical investigation approach, the study found algebraic patterns such as sequences and series. The study also established a procedure for integrating the cultural artifacts' patterns into teaching mathematics, particularly in the teacher-education curriculum. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491511 |
| Database: | ERIC |
| Abstract: | The study identified the algebraic patterns present in the cultural artifacts in the mountain ranges of northeastern Luzon, Philippines, and explored their integration into teaching mathematics. Culturally responsive teaching is a practice applied both locally and internationally, designed to strengthen the link between students' cultural context and their academic learning. Qualitative research was applied through an ethnographic approach since it highlights the indigenous community's extensive collection of tangible cultural artifacts. To precisely identify cultural artifacts and their mathematical patterns, ethnographic research uses contextual interviews, passive observation, and archival analysis. It was found that bead patterns, baskets, and pendants all symbolize personal ornaments, livelihood activities, and status symbols, respectively. Additionally, gongs are employed in ceremonies and festivities, and baskets display regional expertise and practical artistry. The community's relationship with the land and sustainable living methods is reflected in architectural styles such as traditional homes. Further, by employing a mathematical investigation approach, the study found algebraic patterns such as sequences and series. The study also established a procedure for integrating the cultural artifacts' patterns into teaching mathematics, particularly in the teacher-education curriculum. |
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| ISSN: | 2573-4377 |
