Mapping trends in ethnomathematics research in mathematics education: Bibliometric analysis and holistic implementation strategy

Abstract

This study explores the development of research on the integration of ethnomathematics in mathematics learning over the past ten years through a bibliometric analysis of 282 Scopus peer-reviewed articles. The findings indicate a significant increase in interest and number of publications. The integration of ethnomathematics in mathematics education in the future requires special attention to two main challenges: first, strong empirical validation, given that evidence of effectiveness is still limited because many studies use weak designs with small samples; second, overcoming the gap between academic theory and actual classroom practice, where teachers and students face real implementation barriers. To achieve this, ethnomathematics must be developed through four main pillars: conducting high-quality research that proves its concrete benefits in the classroom; collaborating closely with teachers and cultural practitioners as equal partners in every decision; protecting local knowledge so that it remains authentic and is not simplified; and ensuring that all students, especially those from marginalised backgrounds, are empowered to develop meaningful and contextual mathematical thinking. This research has some limitations, namely data analysis that relies entirely on quantitative approaches can miss out on deep nuances and meanings that can only be obtained through qualitative analysis such as content studies of the most influential papers or discussions with experts in this field, making use only of the Scopus database, and English-language publications that inadvertently exclude innovative contributions from non-English areas that might offer perspective unique about the integration of ethnomathematics in mathematics education. Future research that can integrate qualitative methods, expand the reach of databases, and include multilingual literature will allow for a more holistic, representative, and multidimensional understanding of ethnomathematical integration thinking in mathematics education, as well as increase the theoretical and practical significance of research findings.