Ethnomathematics in the Maguindanaon Context: Exploring the Cultural Dimensions of Students' Struggles in Mathematics in Lambayong District (VOLUME 2, ISSUE 9)

Abstract

Mathematics is a fundamental discipline that develops logical reasoning and problem-solving skills, yet learners from culturally diverse backgrounds often experience difficulties when formal instruction is disconnected from their indigenous knowledge systems. This study explored the mathematical struggles of Maguindanaon students in Lambayong District through an ethnomathematical lens during the school year 2025–2026. It aimed to understand how cultural contexts influence students’ engagement with mathematical concepts and to identify the sources of their learning challenges. A qualitative research design, specifically a phenomenological approach, was employed to capture the lived experiences of Maguindanaon learners. Participants were purposively selected students from selected schools in the district. Data were gathered through in-depth interviews and reflective narratives, allowing participants to describe their experiences in learning mathematics, their perceptions of difficulty, and the cultural factors affecting their understanding. Thematic analysis was used to identify recurring themes and interpret the data. Findings revealed that students experienced difficulties in mathematics due to language barriers, abstract presentation of concepts, and limited connection between mathematical content and their cultural practices. Many participants expressed that lessons were often detached from their everyday experiences, making it challenging to comprehend and apply mathematical ideas. Additionally, differences in communication styles and unfamiliar instructional approaches contributed to confusion and reduced confidence. Despite these challenges, students showed potential for improved understanding when instruction incorporated familiar cultural contexts, real-life applications, and interactive teaching strategies. Ethnomathematical approaches that integrate local knowledge, traditions, and practices were found to enhance engagement and comprehension. The study concludes that aligning mathematics instruction with students’ cultural backgrounds can help bridge learning gaps and improve understanding, highlighting the importance of culturally responsive pedagogy in mathematics education. Keywords: cultural context, mathematical comprehension, indigenous knowledge, learner engagement