SINTA

0.0

Impact

Scholar

9

H-Index

Interval: Indonesian Journal of Mathematical Education

an Open Access Journal

An Analysis of Students' Mathematical Connections from an Ethnomathematical Perspective

Dian Lestari
Nahdlatul Ulama University
Indonesia
dianlestarii59@gmail.com
Sri Sukwantini
State Senior High School 1 Pontianak
Indonesia
Share

  • Purpose of the study: This study aimed to analyze students' mathematical connection ability from an ethnomathematical perspective. The study focused on identifying students' ability to connect mathematical concepts with daily life and cultural contexts embedded in Sundanese culture.

    Methodology: This study employed a survey research design. Data were collected using an ethnomathematics-based mathematical connection test and teacher interviews. Cluster random sampling was used to select 120 eighth-grade students from three junior high schools in Cibeunying Kidul, Bandung, Indonesia. Descriptive statistical analysis was applied to analyze the collected data.

    Main Findings: Findings revealed that students' mathematical connection ability from an ethnomathematical perspective was generally categorized as low. Connections with daily life achieved a higher percentage than connections among mathematical topics, although both indicators remained low. Ethnomathematical contexts derived from Sundanese culture provided meaningful situations for identifying students' mathematical connections.

    Novelty/Originality of this study: Novelty of this study lies in examining students' mathematical connection ability from an ethnomathematical perspective rather than merely implementing ethnomathematics in learning. Cultural elements were used as analytical perspectives to reveal mathematical connections, contributing to the development of culturally responsive mathematics education and extending existing knowledge regarding mathematical connections.

  • How to cite

    An Analysis of Students’ Mathematical Connections from an Ethnomathematical Perspective. (2026). Interval: Indonesian Journal of Mathematical Education, 4(2), 86-91. https://doi.org/10.37251/ijome.v4i2.3451

    More Citation Formats

  • 14
    Abstract views
    5
    Downloads

    Metrics — Badges

    1. [1] A. Canogullari and F. Radmehr, “Task design principles in mathematics education: A literature review,” Int. J. Math. Educ. Sci. Technol., vol. 57, no. 4, pp. 615–647, 2026, doi: 10.1080/0020739X.2025.2457365.
    2. [2] S. K. Boadu and E. Bonyah, “The role of philosophy of mathematics education in mathematics teacher education,” Cogent Educ., vol. 11, no. 1, pp. 1–19, 2024, doi: 10.1080/2331186X.2024.2433832.
    3. [3] J. L. Hill, J. Hunter, J. L. Hill, and J. Hunter, “Examining the mathematics education values of diverse groups of students,” Int. J. Math. Educ. Sci. Technol., vol. 54, no. 8, pp. 1614–1633, 2023, doi: 10.1080/0020739X.2023.2184280.
    4. [4] S. Evans and H. Paddle, “Making connections: Teacher perspectives on interdisciplinarity in physical education and mathematics,” Cogent Educ., vol. 13, no. 1, pp. 1–19, 2026, doi: 10.1080/2331186X.2026.2644109.
    5. [5] C. Olteanu and C. Olteanu, “Programming, mathematical reasoning and sense-making,” Int. J. Math. Educ. Sci. Technol., vol. 53, no. 8, pp. 2046–2064, 2022, doi: 10.1080/0020739X.2020.1858199.
    6. [6] A. I. Journal et al., “Structural topology optimization for plastic-limit behavior of I-beams, considering various beam-column connections,” Mech. Based Des. Struct. Mach., vol. 53, no. 4, pp. 2719–2743, 2025, doi: 10.1080/15397734.2024.2412757.
    7. [7] I. Katrin and L. Berget, “Mathematical modelling in the discourses of the kom and pisa frameworks and teacher interviews,” Res. Math. Educ., vol. 26, no. 3, pp. 425–442, 2024, doi: 10.1080/14794802.2023.2165536.
    8. [8] L. Hed, P. Åhag, and M. Norqvist, “Changes in mathematical skills among freshman engineering students,” Int. J. Math. Educ. Sci. Technol., vol. 56, no. 11, pp. 2236–2250, 2025, doi: 10.1080/0020739X.2024.2404427.
    9. [9] J. D. Cribbs and J. Utley, “Mathematical agency scale development for fifth through twelfth-grade students,” Investig. Math. Learn., vol. 18, no. 2, pp. 135–156, 2026, doi: 10.1080/19477503.2025.2489265.
    10. [10] R. Walker, “James naismith: The creation of basketball and the scottish connection,” Sport Hist., vol. 45, no. 2, pp. 250–280, 2025, doi: 10.1080/17460263.2025.2452658.
    11. [11] T. Fukushima, “The role of generating questions in mathematical modeling,” Int. J. Math. Educ. Sci. Technol., vol. 54, no. 5, pp. 827–859, 2023, doi: 10.1080/0020739X.2021.1977402.
    12. [12] L. Fainsilber, “Pre-service secondary school teachers’ mathematical identity,” Cogent Educ., vol. 13, no. 1, pp. 1–17, 2026, doi: 10.1080/2331186X.2026.2662824.
    13. [13] E. Ulbrich, B. Anđić, B. Lichtenegger, and M. Ulbrich, “Visualizations and pictures for the visually impaired and its connection to stem education,” J. Math. Arts, vol. 18, no. 1–2, pp. 6–18, 2024, doi: 10.1080/17513472.2024.2365086.
    14. [14] D. Wijayanti, A. Lutfi, T. T. Wijaya, and O. Bah, “Mapping research on Indonesia’s government mathematics textbooks: Current insights and potential directions,” Cogent Educ., vol. 12, no. 1, pp. 1–17, 2025, doi: 10.1080/2331186X.2025.2560052.
    15. [15] T. Ovadiya, “Training problem-solving skills by building connections: The case of struggling high school students,” Int. J. Math. Educ. Sci. Technol., vol. 57, no. 6, pp. 1207–1231, 2026, doi: 10.1080/0020739X.2025.2512473.
    16. [16] K. W. H. Tai, “Cross-curricular connection in an english medium instruction western history classroom: A translanguaging view,” Lang. Educ., vol. 38, no. 3, pp. 435–464, 2024, doi: 10.1080/09500782.2023.2174379.
    17. [17] B. Asare, “Influence of ethnomathematics-based instruction on students’ attitudes, participation, and cultural connections in mathematics learning in Ghana,” Cogent Educ., vol. 13, no. 1, pp. 1–13, 2026, doi: 10.1080/2331186X.2025.2612395.
    18. [18] Y. Yu and X. Liu, “Finite element analyses on energy dissipation capacity of upper flange welded-lower flange bolted beam-column connection with slotted holes,” J. Asian Archit. Build. Eng., vol. 19, no. 4, pp. 315–326, 2020, doi: 10.1080/13467581.2020.1749639.
    19. [19] C. Hirsch, B. Jahnel, and E. Cali, “Connection intervals in multi-scale infrastructure-augmented dynamic networks,” Stoch. Model., vol. 39, no. 4, pp. 851–877, 2023, doi: 10.1080/15326349.2023.2184832.
    20. [20] C. Darayon and W. Tangjai, “Rainbow vertex-connection number on a small-world Farey graph,” AKCE Int. J. Graphs Comb., vol. 19, no. 1, pp. 54–60, 2022, doi: 10.1080/09728600.2022.2057827.
    21. [21] F. Septyanto, K. A. Sugeng, F. Septyanto, and K. A. Sugeng, “Rainbow connection number of generalized composition Rainbow connection number of generalized composition,” AKCE Int. J. Graphs Comb., vol. 17, no. 1, pp. 367–372, 2020, doi: 10.1016/j.akcej.2018.10.001.
    22. [22] H. Rahbani et al., “New bounds on Zagreb connection indices for trees with fixed domination number,” AKCE Int. J. Graphs Comb., vol. 22, no. 3, pp. 305–313, 2025, doi: 10.1080/09728600.2025.2523028.
    23. [23] S. Caviedes, G. De Gamboa, and E. Badillo, “Mathematical connections involved in area measurement processes,” Res. Math. Educ., vol. 26, no. 2, pp. 237–257, 2024, doi: 10.1080/14794802.2024.2370333.
    24. [24] A. Coles, N. Sinclair, A. Coles, and N. Sinclair, “Re-thinking mathematical connections with theories of difference,” Res. Math. Educ., vol. 26, no. 2, pp. 283–299, 2024, doi: 10.1080/14794802.2024.2368476.
    25. [25] B. O. Banjo and K. Luneta, “Mathematical connections in mathematics instruction at senior phase classrooms in South Africa,” African J. Res. Math. Sci. Technol. Educ., vol. 29, no. 3, pp. 346–360, 2025, doi: 10.1080/18117295.2025.2536437.
    26. [26] M. Weingarden, “The role of mathematical connections in object-level and meta-level learning: A potential lens for supporting pre-service teacher learning,” Res. Math. Educ., vol. 26, no. 2, pp. 258–282, 2024, doi: 10.1080/14794802.2024.2371542.
    27. [27] I. Anugraheni, A. Gufron, and Y. W. Purnomo, “The impact of realistic problem-based learning on mathematical connection abilities: Evidence from elementary schools in Indonesia,” Cogent Educ., vol. 12, no. 1, pp. 1–16, 2025, doi: 10.1080/2331186X.2025.2523078.
    28. [28] M. A. Selepe and R. S. Mphahlele, “Ethnomathematics in practice: Reimagining play-based pedagogy in teaching mathematics in early childhood education,” African J. Res. Math. Sci. Technol. Educ., vol. 29, no. 3, pp. 404–416, 2025, doi: 10.1080/18117295.2025.2575605.
    29. [29] L. I. Putri, H. Retnawati, A. Jaedun, and A. Murfi, “Enhancing mathematical skills through multicontextual approaches: A meta-analysis of realistic mathematics, ethnomathematics, and technology integration,” Cogent Educ., vol. 12, no. 1, pp. 1–18, 2025, doi: 10.1080/2331186X.2025.2548648.
    30. [30] M. Sarah, K. Batiibwe, and J. Lie, “Ethnomathematics and Ugandan basketry: An innovative pedagogical tool in teaching and learning school mathematics,” Cogent Educ., vol. 13, no. 1, pp. 1–23, 2026, doi: 10.1080/2331186X.2026.2680757.
    31. [31] S. Meeran, S. M. Kodisang, M. M. Moila, M. N. Davids, and M. V. Makokotlela, “Ethnomathematics in intermediate phase: Reflections on the morabaraba game as indigenous mathematical knowledge,” African J. Res. Math. Sci. Technol. Educ., vol. 28, no. 2, pp. 171–184, 2024, doi: 10.1080/18117295.2024.2340095.