<![CDATA[Students’ still-low mathematical representation skills, particularly in expressing concepts visually, verbally, and symbolically, require a contextual learning approach supported by immersive technology. This study aims to evaluate the effectiveness of integrating ethnomathematics and learning technologies such as Quizizz-assisted e-worksheets, Augmented Reality (AR), and Liveworksheet designed using the Design Thinking framework to enhance students’ representations. The research method adopts the Design Thinking framework as the basis for designing instructional solutions and combines it with meta-analysis techniques to synthesize the impacts of various previous studies. The methodological approach used was qualitative, integrating the empathy, definition, and ideation phases of Design Thinking with meta-analysis. The study involved 121 students and 5 mathematics teachers. Preliminary results indicate that students face significant challenges in understanding contextual numeracy problems because of inherent limitations in interactive media. The meta-analysis included 11 studies. Relevant articles reveal a highly significant impact of AR and ethnomathematics on improving students' representations, with an effect size of 0.89, classified as very large. The practical implications of this research include developing user-centered instructional guidelines, increasing student engagement and motivation through interactive development, and reinforcing students' multi-representational understanding of content within the ethnomathematical contexts surrounding them.]]>
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