About the Journal

Ethnomathica: Journal of Ethnomathematics Studies

Ethnomathica: Journal of Ethnomathematics Studies is an open access, peer-reviewed scholarly journal dedicated to advancing research, theoretical perspectives, and scholarly discussions in the field of ethnomathematics. The journal applies a rigorous double-blind peer review mechanism to ensure the quality, originality, academic integrity, methodological rigor, and scholarly contribution of every published manuscript.

Ethnomathica provides an international academic platform for researchers, mathematics educators, scholars, teachers, and practitioners to disseminate original research articles, theoretical studies, and critical discussions concerning the dynamic relationships between mathematics, culture, education, and local knowledge systems. Through its open access policy, the journal promotes wider dissemination of scholarly knowledge by ensuring that published works are freely accessible to researchers, educators, students, policymakers, and broader academic communities.

The journal is committed to strengthening ethnomathematics as an interdisciplinary field that recognizes mathematics as a form of human knowledge developed within diverse cultural contexts. Ethnomathica explores how mathematical ideas, concepts, reasoning processes, representations, and practices are constructed, practiced, transmitted, and interpreted through cultural traditions, community activities, and everyday experiences.

The journal encourages theoretically grounded, methodologically rigorous, culturally sensitive, and evidence-based research that contributes to the advancement of ethnomathematics and mathematics education.

Journal Scope

1. Exploring Local Cultural Studies (Mathematical Ethnography)

Ethnomathica welcomes research that explores, documents, interprets, and analyzes mathematical ideas embedded within local cultures and community practices. This area includes ethnomathematical investigations of traditional architecture, crafts, weaving, ornaments, traditional games, agricultural activities, trading systems, measurement practices, counting systems, indigenous technologies, rituals, calendars, and other culturally situated activities.

Studies in this area focus on identifying mathematical concepts, patterns, structures, representations, reasoning strategies, and problem-solving approaches that emerge from local knowledge systems and cultural practices.

2. Developing Ethnomathematics-Based Teaching Materials

Ethnomathica publishes research related to the development, validation, implementation, and evaluation of mathematics learning resources that integrate ethnomathematical perspectives. This area covers studies on textbooks, modules, student worksheets, digital learning resources, interactive media, assessment instruments, instructional designs, and other educational innovations developed from cultural contexts.

The journal welcomes studies examining how ethnomathematics-based teaching materials contribute to students' mathematical understanding, conceptual connections, problem-solving abilities, mathematical literacy, cultural awareness, and meaningful engagement with mathematics learning.

3. Contextual Mathematics Learning & Multicultural Pedagogy

Ethnomathica promotes research examining the integration of ethnomathematics into contextual, culturally responsive, and multicultural mathematics education. This area includes studies on culturally relevant mathematics learning, multicultural pedagogy, culturally sustaining teaching practices, classroom implementation, teacher perspectives, student engagement, mathematical reasoning, and inclusive mathematics education.

The journal encourages research demonstrating how cultural contexts support meaningful mathematics learning experiences, strengthen students' connections between mathematics and real-life environments, foster appreciation of cultural diversity, and promote equitable learning opportunities.

Through these areas of focus, Ethnomathica: Journal of Ethnomathematics Studies seeks to contribute to the global development of ethnomathematics scholarship by encouraging interdisciplinary, comparative, and cross-cultural research perspectives that expand understanding of the relationships between mathematics, culture, and education.