Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction

Abu Qouder Fouze, Miriam Amit

Research output: Contribution to journalArticlepeer-review

39 Scopus citations


In light of all the difficulties and challenges facing us today in improving math education, questions arise regarding how to develop students' mathematical thinking and conception, how to increase student motivation to learn math, how to improve achievement in math, and how to maintain an interesting, enjoyable, and successful learning process in math. In this paper we will present one solution to these questions according to the ethnomathematical approach, which combines culture and math instruction: the integration of ethnomathematical folklore games in the instruction of math. On this background, the proposed paper will discuss the following issues: (1) the definition and essence of ethnomathematics; (2) the historical development of the ethnomathematical approach; (3) the political aspect of ethnomathematics; (4) Lev Vigotsky's constructivist theory and its relation to ethnomathematics; (5) the importance of developing a curriculum that integrates cultural values; (6) the contributions of an ethnomathematical curriculum; (7) various approaches regarding the ethnomathematical curricula; (8) proposals for the development of ethnomathematical curricula; (9) What is a mathematical game; (10) Discussion; (11) Summary and suggestions.

Original languageEnglish
Pages (from-to)617-630
Number of pages14
JournalEurasia Journal of Mathematics, Science and Technology Education
Issue number2
StatePublished - 1 Jan 2018


  • Academic achievement
  • Development of mathematical thinking
  • Ethnomathematical curriculum
  • Ethnomathematical folklore games
  • Ethnomathematics
  • Motivation

ASJC Scopus subject areas

  • Education
  • Applied Mathematics


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