Abstract
Ethnomathematics, a field that explores the interconnection between cultural practices and mathematical knowledge, offers transformative potential for promoting sustainable mathematics education. It challenges the dominance of Eurocentric mathematical paradigms by integrating indigenous knowledge systems, thereby contextualizing learning within students’ cultural realities. Ethnomathematical perspectives shed light on the rich interplay between traditional knowledge, craftsmanship, measurement, and spatial reasoning that is embedded in daily practices. Understanding ethnomathematics as a pedagogical and philosophical approach enables learners to see mathematics as a living discipline rooted in human experience and community life. This study critically examines how ethnomathematics can enhance sustainable mathematics education by fostering cultural inclusivity, relevance, and continuity of indigenous wisdom. Through exploring cultural contexts, the paper highlights the importance of culturally responsive pedagogy, linking traditional mathematical practices to classroom learning for deeper comprehension and sustainability. The integration of ethnomathematical perspectives into formal education not only revitalizes indigenous culture but also equips students with a holistic understanding of mathematics as both universal and local, rational and experiential, analytical and creative.
Authors: TBC Lalramnghaka, Dr. Prateek Chaurasia
Keywords: Ethnomathematics, Mathematics learning, Culture, Sustainable education, Cultural pedagogy
