Effect of Ethnomathematics in Teaching Functional Math Skills To Children With Intellectual Disability At Primary Level
Abstract
Functional maths skills are important for everyone for an independent life. These skills are integrated with our cultural and traditional activities. This study aims to connect the ethnomathematics activities like Kolam and Pallanguzhi to practice functional math skills in children with mild to moderate intellectual disability. The Quasi-Experimental study design was used with an intervention group (n=19) and a control group (n=10), which included a pre-test and post-test. Madras Developmental Programming System and Functional Math Skills Assessment Tool, a teacher-made assessment tool, was used before and after the intervention. The study results were significant with p < 0.05. Intervention. Addition, subtraction, and multiplication showed a noticeable improvement. The limitations and future works are also discussed.
Downloads
Metrics
References
Fouze, A. Q., & Amit, M. (2017). Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617-630.
Benson-O'Connor, C. D., McDaniel, C., & Carr, J. (2019). Bringing Math to Life: Provide Students Opportunities to Connect Their Lives to Math. Networks: An Online Journal for Teacher Research, 21(2), 3.
Zuhra, M., Anwar, A., & Mailizar, M. (2021, April). The development of ethnomathematics-based mathematics students worksheet for junior high schools using contextual approach. In AIP Conference Proceedings (Vol. 2331, No. 1). AIP Publishing.
Kabuye Batiibwe, M. S. (2024). The role of ethnomathematics in mathematics education: A literature review. Asian Journal for Mathematics Education, 3(4), 383-405.
Altay, M. K., Yalvaç, B., & Yeltekin, E. (2017). 8th Grade Student's Skill of Connecting Mathematics to Real Life. Journal of Education and Training Studies, 5(10), 158-166.
Saunders, A. F., Browder, D. M., & Root, J. R. (2016). Teaching mathematics and science to students with intellectual disability. In Handbook of research-based practices for educating students with intellectual disability (pp. 351-372). Routledge.
Venketsamy, R. Ethnomathematics: The use of cultural games in mathematics in the early grades: A South African case study.
Mania, S., & Alam, S. (2021). Teachers' Perception toward the Use of Ethnomathematics Approach in Teaching Math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282-298.
Chenulu, S. (2007). Teaching mathematics through the art of kolam. Mathematics Teaching in the Middle School, 12(8), 422-428.
Pramesti, A. R., Kamid, K., & Rohati, R. (2025). Description of Process Skills of Students with Dyscalculia in Understanding the Concept of Counting Operations Through Ethnomathematics. Journal of General Education and Humanities, 4(1), 69-80.
Mania, S., & Alam, S. (2021). Teachers' Perception toward the Use of Ethnomathematics Approach in Teaching Math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282-298.
Barr, F., & Mavropoulou, S. (2021). Curriculum accommodations in mathematics instruction for adolescents with mild intellectual disability educated in inclusive classrooms. International Journal of Disability, Development and Education, 68(2), 270-286.
Zilaey, S., Adibsereshki, N., & Pourmohamadreza-Tajrishi, M. (2017). Attention program and math performance of students with intellectual disability. Iranian Rehabilitation Journal, 15(4), 333-340.
Brown, D., Standen, P., Saridaki, M., Shopland, N., Roinioti, E., Evett, L., ... & Smith, P. (2013). Engaging students with intellectual disabilities through games based learning and related technologies. In Universal Access in Human-Computer Interaction. Applications and Services for Quality of Life: 7th International Conference, UAHCI 2013, Held as Part of HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013, Proceedings, Part III 7 (pp. 573-582). Springer Berlin Heidelberg.
Ennis, R. P., Lane, K. L., Oakes, W. P., & Flemming, S. C. (2020). Empowering teachers with low-intensity strategies to support instruction: Implementing across-activity choices during third-grade reading instruction. Journal of Positive Behavior Interventions, 22(2), 78-92.
Faragher, R. (2019). The new ‘functional mathematics’ for learners with down syndrome: Numeracy for a digital world. International Journal of Disability, Development and Education, 66(2), 206-217.
Foster, M. E. (2012). Indicators of Mathematics Skill Acquisition in Children with Mild Intellectual Disability: Phonological Awareness, Naming Speed, and Vocabulary Knowledge.
Ahmad, J., Agustina, R., Farida, N., & Nurlaila, S. (2023, May). Mathematics ability of students with intellectual disability. In AIP Conference Proceedings (Vol. 2595, No. 1). AIP Publishing.
Jimenez, B., & Saunders, A. (2019). Increasing efficiency in mathematics: teaching subitizing to students with moderate intellectual disability. Journal of Developmental and Physical Disabilities, 31(1), 23-37.
Park, J., Bouck, E. C., & Josol, C. K. (2020). Maintenance in mathematics for individuals with intellectual disability: A systematic review of literature. Research in Developmental Disabilities, 105, 103751.
Schnepel, S., & Aunio, P. (2022). A systematic review of mathematics interventions for primary school students with intellectual disabilities. European Journal of Special Needs Education, 37(4), 663-678.
Schnepel, S., Krähenmann, H., Sermier Dessemontet, R., & Moser Opitz, E. (2020). The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study. Mathematics Education Research Journal, 32(1), 103-119.
Alhwaiti, M. M. (2022). An updated evidence-based practice review on teaching mathematics to students with intellectual disabilities. International Journal of Computer Science & Network Security, 22(5), 255-265.
Park, J. (2019). Supporting maintenance in mathematics using the virtual-representational-abstract instructional sequence intervention package. Michigan State University.
Dave, M. S. ETHNOMATHEMATICS: AN EFFECTIVE PEDAGOGICAL TOOL TO ENRICH MATH TEACHING.
Prabavathy, M., & Sivaranjani, M. R. (2023). Utilizing Traditional Game-Pallanguzhi as a tool to Enhance the Basic Arithmetic Skill of Children with Mathematical Difficulties. Journal for Re Attach Therapy and Developmental Diversities, 6(10s2).
Bouck, E. C., Park, J., Shurr, J., Bassette, L., & Whorley, A. (2018). Using the virtual–representational–abstract approach to support students with intellectual disability in mathematics. Focus on Autism and Other Developmental Disabilities, 33(4), 237-248.
Karabulut, A., & Özmen, E. R. (2018). Effect of “understand and solve!” strategy instruction on mathematical problem solving of students with mild intellectual disabilities. International Electronic Journal of Elementary Education, 11(2), 77-90.
Bouck, E. C., & Long, H. (2023). Academic Mathematics Instruction and Intervention for Students with Mild Intellectual Disability: An Updated Review. Education & Training in Autism & Developmental Disabilities, 58(2).
Browder, D. M., Spooner, F., Lo, Y. Y., Saunders, A. F., Root, J. R., Ley Davis, L., & Brosh, C. R. (2018). Teaching students with moderate intellectual disability to solve word problems. The Journal of Special Education, 51(4), 222-235.
Orihuela, S. M., Collins, B. C., Spriggs, A. D., & Kleinert, H. (2019). An instructional package for teaching geometric shapes to elementary students with moderate intellectual disability. Journal of Behavioral Education, 28, 169-186.
Chapman, S. M., Ault, M. J., Spriggs, A. D., Bottge, B. A., & Shepley, S. B. (2019). Teaching algebra with a functional application to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 54(2), 161-174.
McKenzie, J. (2021). Intellectual disability in inclusive education in South Africa: Curriculum challenges. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 53-57.
Wright, J. C., Knight, V. F., & Barton, E. E. (2020). A review of video modeling to teach STEM to students with autism and intellectual disability. Research in Autism Spectrum Disorders, 70, 101476.
Supri, S. (2024). Didactical Situations in Ethnomathematics Learning: A Case Study on Addition, Subtraction, Integers, and Fractions Using Sundanese Traditional Games: A Case Study on Addition, Subtraction, Integers, and Fractions Using Sundanese Traditional Games. Jurnal Gentala Pendidikan Dasar, 9(2), 210-229
Browder, D. M., Spooner, F., Lo, Y. Y., Saunders, A. F., Root, J. R., Ley Davis, L., & Brosh, C. R. (2018). Teaching students with moderate intellectual disability to solve word problems. The Journal of Special Education, 51(4), 222-235.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
