Ethnomathematics Integration to Enhance Preschoolers’ Early Math Problem-Solving Skills: A Qualitative Case Study
Keywords: math skills, ethnomathematics, local culture, problem-solving skills
Abstract
This study investigates how integrating ethnomathematics into early childhood education can improve the early math problem-solving skills of preschoolers aged 5–6 years. Conducted in Manggarai, Indonesia, the research employed a qualitative case study approach to explore learning activities infused with local cultural elements, including the spider-web rice field layout (lingko), traditional Manggarai houses (mbaru niang), and woven fabric patterns (songke). These cultural artifacts were adapted into problem-based learning tasks to develop children’s mathematical thinking. Data were collected through classroom observations, semi-structured interviews with the teacher, and documentation of children's learning outcomes, such as photographs, drawings, and activity records. The data obtained from classroom observations, teacher interviews, and documentation of children's learning outcomes are transcribed verbatim. The coding process is conducted inductively, meaning the codes are not predetermined but emerge from the data itself. The researchers read each transcript and documentation repeatedly to identify statements, actions, or interactions relevant to problem-solving skills. Codes that have similar meanings are then grouped into categories. These subthemes are analyzed further to identify the main theme that reflects the phenomenon as a whole. After the main theme is formed, the researcher interprets the findings by relating them to the research objectives, research questions (RQ1 and RQ2), as well as previous theories or findings. The findings reveal that embedding familiar cultural representations in mathematics instruction enhanced children’s problem-solving strategies, persistence, and conceptual understanding. Moreover, using culturally relevant contexts increased children’s engagement and confidence. This study highlights the importance of integrating local wisdom into early math education as a pathway to inclusive and resilient learning environments.
References
Anis, K., Masek, A. Bin, Nurtanto, M., Kholifah, N., Nurhidayati, & Hamid, M. A. (2024). Development of ProSkiND Problem-solving Framework-based on Non-Digital Games or Preschool Children. In 2024 International Conference on TVET Excellence & Development (ICTeD), 171–176. https://www.researchgate.net/publication/388273438
Anwar, S. (2015). Math Problem Solving Skills Primary School Students in Mathematics Competition the University Dayanu Ikhsanuddin Baubau. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences, 61.
Barton, B. (2012). Preface to “Ethnomathematics and philosophy.” Towards Equity in Mathematics Education. https://doi.org/10.1007/978-3-642-27702-3_19
D’ambrosio, U. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics, 5(1), 44–48.
Dewi, D., Yusdiana, Y., Azzahra, N. A., & Anarky, L. (2024). Problem Solving Method through Mathematics Home Media to Stimulate Early Childhood Cognitive Development. AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 4(2), 112–121.https://doi.org/10.24260/albanna.v4i2.3409
Diamond, L. L. (2018). Problem Solving in the Early Years. In Intervention in School and Clinic (Vol. 53, Issue 4, pp. 220–223). SAGE Publications Ltd. https://doi.org/10.1177/1053451217712957
Diamond, L. L., & Hsiao, Y. J. (2019). Picture-Based Situation Cards to Support Problem-Solving Skill Development for Young Children With Disabilities. Teaching Exceptional Children, 52(2), 107–115. https://doi.org/10.1177/0040059919878664
Febriyanti, C., Kencanawaty, G., & Irawan, A. (2019). Etnomatematika Permainan Kelereng. MaPan : Jurnal Matematika & Pembelajaran, 7(1), 32–40. https://doi.org/10.24252/mapan.2019v7n1a3
Fosse, T., Lange, T., & Meaney, T. (2020). Kindergarten Teachers’ Stories About Young Children’s Problem Posing and Problem Solving. In Mathematics Education in the Early Years. Springer International Publishing. https://doi.org/10.1007/978-3-030-34776-5
Friansah, D., & Yanto, Y. (2020). The exploration of ethnomathematics in the cultural heritage of musi rawas regency through ethnographic studies. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032101
Guberman, S. R. (1999). Cultural Aspects of Young Children’s Mathematics Knowledge.
Herawaty, D., Gusri, S. A., Saputra, R., Liana, E., & Aliza, F. (2019). The mathematics communication of students in learning based on ethnomathematics Rejang Lebong. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012074
Herawaty, D., Widada, W., Adhitya, A., Sari, R. D. W., Novianita, L., & Falaq Dwi Anggoro, A. (2020). Students’ ability to simplify the concept of function through realistic mathematics learning with the ethnomathematics approach. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012031
Lambert, A. (2019). Developing skills through creative problem-solving. Childhood Education, 95(4), 24–29. https://doi.org/10.1080/00094056.2019.1638709
Lena, M. S., Netriwati, N., & Suryanita, I. (2019). Development of teaching materials of elementary school student with a scientific approach characterized by ethnomathematics. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012060
Meneghetti, R. C. G. (2013). Mathematics education and solidarity economy: An approach by means of ethnomathematics/Educacao matematica e economia solidaria: Uma aproximacao por …. Revista Latinoamericana de Etnomatematica. https://go.gale.com/ps/i.do?id=GALE%7CA340945072&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=20115474&p=AONE&sw=w
Monteiro, S., Giongo, I. M., & Silva, J. S. da. (2020). Etnomatemática e Educação Infantil: O que Tem no Universo? Ciência & Educação (Bauru), 26. https://doi.org/10.1590/1516-731320200024
Musawwir, A., Suryadi, D., & Kusnandi. (2021). The exploration of ethnomathematics based on Rapa’i Geleng dance as mathematics learning media. Journal of Physics: Conference Series, 1882(1). https://doi.org/10.1088/1742-6596/1882/1/012046
Nisa, K., & Halifah, S. (2021). Temu Baur Budaya dan Matematika : Kue Tradisional Konjo pada Pengenalan Bentuk Geometri Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(1), 445–456. https://doi.org/10.31004/obsesi.v6i1.936
Nuryadi, Fitiradhy, A., Marhaeni, N. H., Purwoko, R. Y., & Rumasoreng, M. I. (2023). The Effects of Puppet Ethnomathematics Applications as Mathematics Teaching Materials for Character Education-Based. Pegem Egitim ve Ogretim Dergisi, 13(2), 153–160. https://doi.org/10.47750/pegegog.13.02.19
Peni, N. R. N., & Baba, T. (2019). Consideration of curriculum approaches of employing ethnomathematics in mathematics classroom. Journal of Physics: Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032125
Rahmawati, I. Y., Wahyudi, Cahyono, H., & Fadlillah, M. (2022). APE Tradisional: Penanaman Rasa Cinta Tanah Air Berbasis Etnomatematika pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 7058–7068. https://doi.org/10.31004/obsesi.v6i6.3512
Richardo, R., Wijaya, A., Rochmadi, T., Abdullah, A. A., Nurkhamid, Astuti, A. W., & Hidayah, K. N. (2023). Ethnomathematics Augmented Reality: Android-Based Learning Multimedia to Improve Creative Thinking Skills on Geometry. International Journal of Information and Education Technology, 13(4), 731–737. https://doi.org/10.18178/ijiet.2023.13.4.1860
Staffieri, J. R., & Razavieh, A. (1969). Development of Iconic and Symbolic Representation. Perceptual and Motor Skills, 29(2), 547-549. https://doi.org/10.2466/pms.1969.29.2.547
Suarez, S., Yang, H. M., & Chacon, G. (2024). Skills for Life Problem Solving.
Suherman, Rahmadani, N. A., Vidákovich, T., Mujib, Fitria, N., Sari Putri, N. I., Addarojat, M. R. U., & Priadi, M. (2021). SQ3R method assisted by ethnomathematics-oriented student worksheet: The impact of mathematical concepts understanding. IOP Conference Series: Earth and Environmental Science, 1796(1). https://doi.org/10.1088/1742-6596/1796/1/012059
Tesfamicael, S. A., Nakkeen, A. H., Tumebo, T., & Grey, P. (2021). Curriculum Implications of Using Ethnomathematics to Promote Student Learning in Ethiopia. Journal of Mathematics and Culture, 15(3), 86–123. https://www.researchgate.net/publication/352312090
Thomas, S., & Jacob, G. (2021). Ethnomathematics. In International Journal of Advanced Research (IJAR) (Vols. 1–2, pp. 111–113). Springer International Publishing. https://doi.org/10.21474/ijar01/13409
Umbara, U., Prabawanto, S., & Jatisunda, M. G. (2023). Combination of Mathematical Literacy with Ethnomathematics: How to Perspective Sundanese Culture. Infinity Journal, 12(2), 393–414. https://doi.org/10.22460/infinity.v12i2.p393-414
Utami, N. W., Sayuti, S. A., & Jailani. (2020). An ethnomathematics study of the days on the javanese calendar for learning mathematics in elementary school. Elementary Education Online, 19(3), 1295–1305. https://doi.org/10.17051/ilkonline.2020.728063
Vitoria, L., & Monawati. (2020). Developing ethnomathematics-based worksheet to teach linear equations. Journal of Physics: Conference Series, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012021
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard university press.
Walker, D., Buzhardt, J., Jia, F., Schnitz, A., Irvin, D. W., & Greenwood, C. R. (2023). Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers. Topics in Early Childhood Special Education, 42(4), 289–301. https://doi.org/10.1177/02711214221129237
Wanabuliandari, S. (2017). Pengenalan Budaya Lokal Kota Kudus melalui Pembelajaran Etnomatematika pada Anak Usia Dini.
Widada, W., Efendi, S., Herawaty, D., Nugroho, K. U. Z., & Putri, F. R. (2020). The genetic decomposition of students about infinite series through the ethnomathematics of Bengkulu, Indonesia. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012078
Widada, W., Herawaty, D., Jumri, R., Zulfadli, Z., & Damara, B. E. P. (2019). The influence of the inquiry learning model and the Bengkulu ethnomathematics toward the ability of mathematical representation. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012085
Wildfeuer, S. (2022). Ethnomathematics and Cultural Identity to Promote Culturally Responsive Pedagogical Choices for Teachers in Early Childhood and Elementary Education. In In Handbook of Cognitive Mathematics (pp. 115–128). Cham: Springer International Publishing.
Yudianto, E., Susanto, S., Sunardi, S., Sugiarti, T., & Fajar, F. A. (2020). The ethnomathematics in making woven bamboo handicrafts of osing community in Banyuwangi, Gintangan village as geometry teaching material. Journal of Physics: Conference Series, 1613(1). https://doi.org/10.1088/1742-6596/1613/1/012011
Yun, H. S. (2016). A study on the analysis of structural relationships among early childhood teachers1 knowledge of mathematics, attitudes towards mathematics, teaching efficacy of mathematics, and problem-solving ability. Information (Japan), 19(8), 3353–3358. https://api.elsevier.com/content/abstract/scopus_id/84995958706
Copyright (c) 2025 Felisitas Ndeot, Sofia Hartati, Hapidin Hapidin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.