Ethnomathematics-Based Instructional Approaches Among Mathematics Instructors in Congressional District 1, Batangas Province

Abstract

Mathematics is often perceived as abstract and disconnected from real-life contexts, resulting in low student engagement and performance. To address this issue, ethnomathematics has emerged as a culturally responsive approach that connects mathematical concepts to students’ cultural experiences and everyday practices. This study determined the level of awareness and extent of utilization of ethnomathematics-based instructional approaches among Mathematics instructors in Congressional District I, Batangas Province, and identified the challenges encountered in its implementation.

A descriptive-correlational research design was employed, involving 115 instructors selected through stratified random sampling. Data were collected using a validated researcher-made questionnaire, supported by focus group discussions, and analyzed using frequency, weighted mean, ranking, and Pearson’s r through SPSS. Results revealed a high level of awareness across practical (M = 3.74), social (M = 3.77), and cultural (M = 3.83) dimensions, along with a high extent of utilization in content coverage (M = 3.62) and teaching quality (M = 3.66).

Significant positive relationships were found between awareness and utilization, particularly in the social dimension, which showed a strong relationship with content coverage (r = 0.552, p < .001) and moderate relationships with teaching quality and assessment practices. The practical dimension also demonstrated significant moderate relationships, while the cultural dimension yielded mixed results, including a non-significant relationship with content coverage (r = 0.171, p = .068).

Despite these findings, moderate utilization in certain practices indicates a gap between awareness and implementation, with key challenges including curriculum alignment, limited resources, and insufficient training. In response, an Ethnomathematics Instructional Package (EIP) was developed to support instructors in integrating culturally responsive strategies, highlighting the need for strengthened instructional support and professional development.