<![CDATA[This study aimed to examine whether and how an instructional design integrating Technological Pedagogical Content Knowledge (TPACK) and ethnomathematics enhances numeracy and deep learning, using a modified Borg and Gall Research and Development approach followed by a non-randomized pretest-posttest quasi-experiment with 132 preservice elementary teachers, with data from a numeracy test, a deep learning engagement scale, an ethnomathematics product rubric, self-efficacy and engagement questionnaires, interviews, and reflection sheets, analyzed through analysis of covariance (ANCOVA), mediation analysis, and thematic analysis. After controlling for pretest scores, the intervention group outperformed the control group on posttest numeracy (F(1, 129) = 18.72, p < .001, ηp² = .13; posttest means of 76.5 and 64.1), and the indirect effects through self-efficacy (β = 0.21, 95% CI [0.10, 0.33]) and engagement (β = 0.18, 95% CI [0.07, 0.29]) were statistically significant, while three qualitative themes on local culture, learning management system support, and reflection and transfer were consistent with these patterns. These findings suggest that embedding local cultural contexts within a TPACK-based instructional design is associated with stronger numeracy and deeper learning among preservice elementary teachers, and that self-efficacy and engagement are plausible mechanisms, although the non-randomized design calls for cautious interpretation.]]>
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