Abstract
Various Indigenous peoples’ education initiatives in the Philippines, including recent efforts of the Department of Education, bring to light the continuing need to develop mathematics lessons that are culturally relevant for Indigenous Filipino students. In general, teachers involved in Indigenous peoples’ education have difficulty in developing culturally relevant mathematics lessons , with the relative exception of PAMANA KA, a school for Indigenous Mangyan in San Jose, Mindoro. My current involvement with this school as well as with the Gohang National High School in Banaue, Ifugao, shows how a modified framework for an ethnomathematical curriculum model admits a wider possibility for mathematical thinking and investigation based on cultural practice. Ethnomathematics may be a useful theoretical framework for the pursuit of culturally relevant mathematics education in the Philippines.
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Notes
- 1.
We capitalize Indigenous when referring to people and communities as a sign of respect.
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Alangui, W.V. (2017). Ethnomathematics and Culturally Relevant Mathematics Education in the Philippines. In: Rosa, M., Shirley, L., Gavarrete, M., Alangui, W. (eds) Ethnomathematics and its Diverse Approaches for Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-59220-6_8
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