Integration of ethnomathematics in teaching geometry: a systematic review and bibliometric report

Patrick Kyeremeh; Francis Kwadwo Awuah; Esenam Dorwu

doi:10.21423/jume-v16i2a519

Authors

Patrick Kyeremeh (1) St. Joseph's College of Education; (2) Kwame Nkrumah University of Science & Technology https://orcid.org/0000-0002-2681-0517
Dr. Kwame Nkrumah University of Science & Technology, Kumasi -Ghana https://orcid.org/0000-0002-0920-1680
Esenam Dorwu Kwame Nkrumah University of Science & Technology, Kumasi https://orcid.org/0000-0003-1089-1241

DOI:

https://doi.org/10.21423/jume-v16i2a519

Keywords:

Integration of ethnomathematics, Geometry teaching, Systematic review, Bibliometric analysis

Abstract

Due to the growing interest in the integration of ethnomathematics in mathematics education, we undertook a systematic literature review and bibliometric analysis of research on incorporation of ethnomathematics in geometry teaching from 2011 to 2021. Specifically, we addressed the trends on the study topic, such as the distribution of the publication over the past 10 years, journals, countries, and the main topics/themes receiving the most attention as well as its main findings. The search for 37 relevant research articles were done on Google Scholar, Scopus and also, by handsearch of some key journals. Data retrieved were analysed descriptively by using Excel and NVivo. The findings show that literature on the use of ethnomathematics in teaching geometry is mostly produced and consumed in Indonesia, Zimbabwe, Nigeria, and Israel. Also, the findings showed that the research topics/themes addressed by literature on ethnomathematics integration in teaching geometry can be grouped into 5 themes: views, practices, effects, challenges, and development of competence. Most of the studies conducted in this area employed ethnography. From the study, it was observed that the number of research article publications relevant to the study has increased exponentially especially from 2018 to 2021. Therefore, it is our believe that this review will aid in the creation of systematic review procedures and reviews that are specifically concerned with the incorporation of ethnomathematics into geometry instruction.

Author Biographies

Dr., Kwame Nkrumah University of Science & Technology, Kumasi -Ghana

Department of Teacher Education

Lecturer

Esenam Dorwu, Kwame Nkrumah University of Science & Technology, Kumasi

Department of Teacher Education

Post-graduate student

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