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All Journal Journal on Mathematics Education
Hortelano, Julius Ceasar
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Education Mathematics Social Sciences Other

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Recontextualizing Kalinga’s batek and laga into an ethnomathematical teaching resource: An application of the second generation of didactical engineering Hortelano, Julius Ceasar; Lapinid, Minie Rose
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp385-402

Abstract

Instructional materials that integrate students' cultures make teaching and learning relevant to students. However, there is a lack of culture-based and research-based teaching resources in mathematics that are deemed pertinent to Kalinga’s full-modular learning and cognizant of the framework for Philippine mathematics teacher education’s principle on realistic mathematics. As such, this study aims to recontextualize the Kalinga tribe’s batek and laga into an Ethnomathematical Teaching Resource (ETR) through the Second Generation of Didactical Engineering (SGDE). Nine elementary teachers and two teacher-trainers participated in the preliminary phase, which was arranged into an ethnomathematical study, first teacher interview, and pretest. These were the basis of the design and a priori assumptions organized into Teaching Strategies (TS), Mathematical Content Knowledge (MCK), and appropriateness test. Subsequently, the realization phase tested the assumptions by administering the ETR, second interview, Communication Index (CI), and post-test. As a result, the a posteriori analysis and validation showed that teacher participants’ exposure to the ETR provided potential TS, improved their MCK, and made appropriate to their level. Consequently, the recontextualization process of the cultures described in the study strengthens the awareness and responsibility of the Kalinga teachers to their cultural community. This also contributes to the preservation of the practices.
Towards a framework for measuring indigenous knowledge systems and practices in mathematics education: An exploratory factor analysis Hortelano, Julius Ceasar; Ebal Jr., Crispin; Aggabao-Garcia, Princess; Gagaza, Melinda; San Pablo, Generie Mae
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp135-158

Abstract

Indigenous Knowledge Systems and Practices (IKSP) are central to culturally grounded and equitable education; however, their conceptual structure and enactment within mathematics instruction remain difficult to specify and empirically assess. Although culturally responsive education and ethnomathematics frameworks emphasize the integration of Indigenous knowledge, there is a lack of validated measurement tools that capture how IKSP is operationalized in classroom mathematics practices. Addressing this gap, the present study aims to develop and validate an instrument for measuring the enactment of IKSP in mathematics education. Guided by culturally responsive education and ethnomathematics perspectives, an initial pool of 40 items was generated from relevant literature and policy documents within the national Indigenous Peoples Education policy framework. Following expert review, the instrument was administered to 204 Indigenous students in Northern Luzon, Philippines. Exploratory factor analysis using principal axis factoring with promax rotation was conducted to examine the instrument’s underlying structure. The analysis resulted in a refined 16-item scale with a four-factor solution—non-restricting, considering, being cautious, and teaching resource appropriating—accounting for 54.17% of the total variance. The scale demonstrated strong internal consistency (Cronbach’s α = .88). Descriptive findings indicate that students perceive these IKSP-related practices as present in their mathematics learning experiences. The four factors were interpreted as interrelated dimensions of IKSP, yielding an empirically grounded framework that clarifies how Indigenous knowledge is structured and enacted within mathematics instruction. The validated instrument operationalizes this framework through measurable indicators of practice and functions as a diagnostic tool to support teacher reflection and inform the monitoring of Indigenous education policies. Overall, the findings suggest that IKSP in mathematics education is best conceptualized as a multidimensional construct and provide a reference for future research seeking to measure Indigenous knowledge integration in diverse educational contexts.
Co-Authors Aggabao-Garcia, Princess Ebal Jr., Crispin Gagaza, Melinda Lapinid, Minie Rose San Pablo, Generie Mae