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Integrating Indigenous Cultural Elements Into Mathematics Instruction: A Case From Southern Philippines
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Author(s): Al-Nhor H. Hatae (Mindanao State University Tawi-Tawi College of Technology and Oceanography, Philippines), Aldin A. Lakibul (Mindanao State University Tawi-Tawi College of Technology and Oceanography, Philippines), Potchong M. Jackaria (Mindanao State University Tawi-Tawi College of Technology and Oceanography, Philippines), Aljemedin S. Jaudinez (Mindanao State University Tawi-Tawi College of Technology and Oceanography, Philippines)and Al-jayson U. Abubakar (Mindanao State University Tawi-Tawi College of Technology and Oceanography, Philippines)
Copyright: 2025
Pages: 32
Source title:
Diversity, Equity, and Inclusion for Mathematics and Science Education: Cases and Perspectives
Source Author(s)/Editor(s): Cheng-Yao Lin (Southern Illinois University, Carbondale, USA)and Li Sun (Augustana University, USA)
DOI: 10.4018/979-8-3373-0345-1.ch008
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Abstract
This chapter investigate how cultural elements of the Sama and the Tausug, two ethnolinguistic groups of the Southern Philippines, can be integrated into Grade 7 mathematics lessons. Particularly, the researchers used traditional weaving patterns of Tepo and Pis Siyabit to teach angle pairs. Employing a mixed-methods design, the development process included curriculum mapping, consultations with cultural experts, validation by educators, revisions, and a tryout phase. Data collection involved pre-tests, post-tests, interviews, and a validated checklist. Quantitative analysis used mean, standard deviation, and paired t-tests, while thematic analysis was applied to qualitative data. Findings revealed that the culturally relevant lesson integrating indigenous materials was rated valid across all aspects. Results showed significant improvements in students' mathematical performance. Students' feedback also highlighted increased engagement, cultural relevance, clarity, and cognitive stimulation. The chapter ends with implications for adopting culturally responsive pedagogy in ethnically diverse classrooms.
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