Mathematics, Local Language, and Cultural Education: An Exploration of Indonesian Educators' Perspectives
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| Title: | Mathematics, Local Language, and Cultural Education: An Exploration of Indonesian Educators' Perspectives |
|---|---|
| Language: | English |
| Authors: | I Putu Ade Andre Payadnya, Rully Charitas Indra Prahmana, Putu Suarniti Noviantari, Ida Ayu Made Wedasuwari, I Nyoman Adi Susrawan |
| Source: | Journal for Multicultural Education. 2026 20(1):91-103. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Teacher Attitudes, Cultural Background, Learner Engagement, Student Attitudes, High School Teachers, Mathematics Teachers, Linguistics, Mathematics Instruction, Cultural Education, Languages |
| Geographic Terms: | Indonesia |
| DOI: | 10.1108/JME-07-2025-0146 |
| ISSN: | 2053-535X |
| Abstract: | Purpose: Given ongoing challenges in making mathematics education meaningful in culturally diverse settings, this study aims to investigate how mathematics and language together shape cultural education. It examines how the formal language of mathematics interacts with students' cultural backgrounds and how this relationship influences student engagement and perception of mathematics. Design/methodology/approach: This mixed-method study involved 15 high school mathematics teachers in Indonesia. Data were collected through a 10-item Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative responses underwent thematic analysis to identify patterns related to how mathematical language is used and interpreted in culturally embedded ways. Findings: Findings reveal that students often perceive mathematics negatively because of the abstract nature of its language, which feels disconnected from their lived experiences. Teachers noted that students engage better when mathematical concepts are linked to cultural elements or expressed in local languages. Examples such as arithmetic patterns in traditional music or geometric forms in local art are often overlooked in formal instruction. The study highlights the missed opportunity to use mathematics as a culturally embedded language to enhance student understanding and motivation. Originality/value: This study contributes to the ethnomathematics field by exploring the linguistic dimensions of mathematics as a culturally responsive teaching tool. It emphasizes that aligning mathematical instruction with cultural and linguistic contexts can support more inclusive, engaging and meaningful learning. The findings provide valuable insights for educators and curriculum developers aiming to integrate cultural identity into mathematics education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502479 |
| Database: | ERIC |
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