Vol 1 No 1, 2025 Research Article
Anil Kumar1 Seema Gopinath, PhD2
1Research Scholar, Department of Education, Central University of Rajasthan, India.
2Assistant Professor, Department of Education, Central University of Rajasthan, India.
DOI: To be assigned
[Article History: Received: 13 Apr 2025. Accepted: 31 May 2025. Published: 03 June 2025]
Abstract
Ethnomathematics is an important subject in education, particularly in a heterogeneous nation like India. Students in Indian classrooms come from a wide range of ethnic backgrounds. By connecting mathematical ideas to students’ everyday experiences and cultural contexts, the curriculum can be improved through the incorporation of ethnomathematics. This method not only acknowledges the mathematical methods present in other cultures but also makes learning more relevant. The current demands of Indian classrooms emphasize the necessity of engaging students and fostering their mathematical and conceptual understanding within cultural contexts. This need arises from a significant learning deficit in the education system, where, despite high Enrollment rates, many students struggle with basic literacy and numeracy skills. While curriculum development and teacher preparation present some substantial obstacles to the development of mathematical, conceptual understanding through an ethnomathematical approach, there are also many chances to boost student engagement and enthusiasm in mathematics. In this study, the researcher has four aims. The first aim is to learn about the research status of ethnomathematics in India. The second aim is to determine the technique for developing mathematical and conceptual understanding among students. The third aim is to understand the challenges that are associated with implementing ethnomathematics in the classroom, and the final aim is to identify the potential for improving ethnomathematics in the classroom.
Keywords: Ethnomathematics, Indian schools, Mathematical conceptual understanding, cultural practices.
