In Math, Culture Also Counts: A Case Study on the Integration of Ilokano Culture in Teaching Mathematics

Abstract

Mathematics education should become holistic, relevant, and connected with learners’ everyday lives, including their culture. This qualitative study aimed to explore the integration of the Ilokano culture in Teaching Mathematics at the University of Northern Philippines (UNP) in Vigan City, Ilocos Sur, through a case study qualitative research approach. Findings showed that there is an integration of Ilokano culture in teaching mathematics in UNP. Ilokano culture is primarily used to motivate students or introduce new concepts. The integration of Ilokano culture establishes connections between the faculty and their students and their cultural heritage. The faculty participants also used culture-related examples and problems to emphasize mathematical concepts. Various elements of Ilokano culture are embedded in the teaching-learning process, the language, practices, values, known figures, landmarks, and crafts included. A culture-responsive structure exists in UNP as evidenced by its vision, mission, and developmental goals, which stress preserving and promoting its rich cultural heritage. Difficulties in Ilokano culture integration include inadequacy in knowledge about culture and formal preparation in culture integration and culture-relevant resource materials. The integration of culture into the mathematics curriculum makes it more relevant to the students; thus, it is recommended that teachers design learning experiences in mathematics classes based on the students' cultural background.