Bridging Culture and Curriculum: A Study On Ethno Mathematics Awareness and Practice Among Secondary Mathematics Teachers
Jonalyn Q. Villavicencio, Lynette P. Rue
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Source: Crossref
Published: Oct 10, 2026
DOI: 10.47191/ijmra/v9-i10-06
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This study examined the ethno mathematics awareness and reported classroom practices of secondary mathematics teachers in the Division of San Fernando, Pampanga, and explored the challenges and enabling factors associated with ethno mathematics integration. It employed a quantitatively driven embedded mixed-methods design with sequential data-collection timing. The primary quantitative strand involved 105 secondary mathematics teachers from 20 public secondary schools, while the embedded qualitative strand involved 10 participants selected through criterion-based purposive sampling. Data were gathered using a validated and pilot-tested 50-item questionnaire and a separate written qualitative questionnaire containing five open-ended questions. Quantitative data were analyzed using mean, standard deviation, and Pearson’s product–moment correlation coefficient, while qualitative responses were analyzed through open, axial, and selective coding procedures adapted from Strauss and Corbin. The respondents demonstrated a high overall level of ethno mathematics awareness (M= 3.35, SD = 0.54) and reported integrating ethno mathematics into classroom practice to a great extent (M = 3.66, SD = 0.54). Overall ethno mathematics awareness had a significant moderate positive relationship with overall reported classroom practice (r = .511, p < .001); thus, the null hypothesis was rejected. The qualitative findings generated three themes: Cultural Sensitivity as a Foundation for Meaningful Mathematics Learning; Curriculum and Resource Constraints Limit Ethno mathematics Integration; and Institutional and Professional Support Strengthen Classroom Integration. These themes converged into the central theme, Bridging Culture and Curriculum Through Contextualized Mathematics Instruction. Based on the integrated findings, the study proposed Bridging Culture and Curriculum: A Proposed Training and Learning Development Plan for Ethno mathematics Integration Among Secondary Mathematics Teachers.
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