Ethnomathematics learning: A hybrid systematic literature review and bibliometric analysis
Jackson Pasini Mairing (a*), Tri Dyah Prastiti (b)

a) Mathematics Department, Faculty of Mathematics and Natural Sciences, Universitas Palangka Raya, Kalimantan Tengah, Indonesia
*jp-mairing[at]math.upr.ac.id
b) Mathematics Education Department, Faculty of Teacher Training and Education, Universitas Terbuka, Surabaya

Abstract

Mathematics learning should not be detached from culture that exists within and is inherent to learners. Ethnomathematics focuses on mathematical activities embedded in culture. This study questions are as follows: (1) Is the study of ethnomathematics learning a relevant subject in contemporary scientific research? (2) What is the current research landscape of ethnomathematics learning in terms of document sources, authors^ affiliations, authors^ countries or territories, document types, and subject areas? (3) What are the theoretical and practical implications of future research perspectives on ethnomathematics learning? These questions are addressed using a hybrid systematic literature review and bibliometric analysis of documents indexed in the Scopus database, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. Through the searching and screening processes within the database, 22 eligible documents were identified using article title, abstracts, and keywords ^ethnomathematics learning^, limited to articles, conference papers, and all open-access publications. Results of the analysis indicate that ethnomathematics learning is relevant within contemporary scientific research and offers considerable scope for further exploration. Majority of authors contributing to these documents are from Indonesia, with four institutions producing more than one document, all of which are also from Indonesia. The bibliographic coupling structure remains fragmented, with Indonesia emerging as the primary hub. Meanwhile, the co-occurrence structure of keywords forms several interconnected thematic clusters, predominantly centered on culturally based ethnomathematics and its implementation in learning. The findings show that ethnomathematics learning enables learners to develop meaningful understanding by connecting mathematical concepts with their cultural and environmental.

Keywords: Ethnomathematics, cultural elements, mathematics concepts, mathematics learning, meta-analysis

Topic: Ethonopedagogy (Local Wisdom, Socio Culture)