AI-assisted adaptive geometry e-Learning: Integrating ethno-realistic mathematics education to boost students’ numeracy abilities

Abstract

Culturally responsive approaches are increasingly recognized as vital, yet few researchers have explored how ethnomathematics can be effectively integrated with digital and AI-assisted learning to strengthen numeracy abilities. In this study, we investigated the integration of Ethno-Realistic Mathematics Education (Ethno-RME) with adaptive geometry e-learning and Artificial Intelligence (AI) to enhance students’ numeracy abilities. Using a design research approach, the study involved 115 secondary students across four schools, embedding the Balinese cultural artifact Sanggah Cucuk into a Hypothetical Learning Trajectory (HLT). Data were collected through pre- and post-tests, student worksheets, AI-prompting tasks, and interviews. The results showed a marked improvement, with students achieving above the 80% threshold increasing from 51% (pre-test) to 91.3% (post-test). Qualitative findings revealed that AI-supported tasks promoted iterative reasoning, evaluation, and problem-solving, while cultural contexts enhanced engagement and identity-affirming learning. The study demonstrates the novelty of combining ethnomathematics, realistic problem-solving, and AI tools to bridge cultural practices with abstract mathematics.