Integrating culturally responsive teaching through treasure map-based mathematics learning: supporting students’ conceptual understanding and numeracy literacy

Source abstract

Background: Mathematics learning frequently remains detached from students’ cultural experiences, while culturally responsive learning media are still insufficiently integrated into classroom instruction, potentially limiting meaningful conceptual and numeracy development. Aims: This study aimed to develop and evaluate a Treasure Map-based mathematics learning medium grounded in Culturally Responsive Teaching (CRT) to support students’ mathematical conceptual understanding and numeracy literacy. Method: The study employed a Research and Development (R&D) approach using the 4D model, comprising define, design, develop, and disseminate stages. Data were collected from 24 junior high school students through interviews, validation sheets, questionnaires, observations, and assessments of conceptual understanding and numeracy literacy, and were analyzed using descriptive and inferential statistics. Results: Expert validation indicated that the developed medium satisfied the established feasibility criteria, while the practicality assessment reached 96.11%, indicating very high practicality. Following classroom implementation, 21 of 24 students (87.5%) achieved the predetermined mastery criterion. Conclusion: CRT-integrated Treasure Map-based mathematics learning represents a valid and highly practical instructional alternative with promising potential to support students’ conceptual understanding and numeracy literacy through culturally meaningful, contextual, and exploratory mathematical experiences.