Integrating indigenous number systems and indefinite units into mathematics learning: A study on Javanese language and culture
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Abstract
Indonesia continues to face significant challenges in students’ mathematical competencies, particularly in foundational numeracy. Addressing this issue requires innovative instructional strategies that are both contextually relevant and culturally responsive. This study explores the traditional mathematical language of the Javanese community as a culturally embedded medium for expressing numerical values and non-standard measurement units. Employing an ethnographic approach, the research combines literature review, field observations, and interviews with a Javanese language expert to examine the role of non-standard numerical expressions in everyday contexts and their potential integration into formal mathematics instruction. The findings reveal that Javanese numerical terms, deeply rooted in daily life, offer a meaningful foundation for enhancing basic numeracy. These culturally grounded expressions can strengthen arithmetic skills, improve conceptual understanding, and increase student engagement. By drawing on local linguistic and cultural practices, the approach bridges students’ real-world quantitative experiences with formal mathematical concepts, fostering a more relevant and inclusive learning environment. This study shifts the ethnomathematical focus from geometric motifs to numerical constructs, offering strategic insights for early numeracy instruction. The results provide valuable implications for educators and policymakers seeking to design pedagogically effective curricula that advance foundational numeracy while preserving and honoring indigenous knowledge systems.
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