Conceptual foundation for ethnomathematics instructional design in mathematics teacher preparation
DOI:
https://doi.org/10.38140/obp3-2025-10Keywords:
Digital content management, ethnomathematics, global competence, instructional design, mathematics teacher preparationAbstract
Preparing mathematics teachers who can deliver the change we are witnessing and meet the needs of the future requires a concerted effort from all stakeholders in the mathematics education ecosystem. Such efforts must take into account the mediating role of culture-based instructional design in addressing the varying needs of indigenous communities, digital technology users, proposals from early adopters, and the expanding range of opportunities provided by new and future digital technologies. Culture-based educational enhancements depend on how well researchers’ and designers’ interventions satisfy end-users and the educational and interactional effects the designed tools necessitate. On this basis, this chapter presents a conceptual foundation for ethnomathematics instructional design in mathematics education by first elaborating on the concept of ethnomathematics and the framework for realistic mathematics education. This is followed by a focus on the role of ethnomathematics in mathematics teacher preparation, alongside research-based contextual deployments of culture-based mathematics instructional design. The details of digital content management in instructional environments are then considered, followed by a presentation of empirical case studies of instructional design in teacher preparation. The conceptual presentation in this chapter aims to encourage researchers and practitioners in the field of Mathematics Education to explore the full opportunities and benefits of ethnomathematics instructional design.
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