Intercultural Significance of Ethno mathematics: Higher Education Implications

This meta-research synthesizing the assertion for the need of cultural relevance in mathematics instruction revealed these findings that the complementation of ethnomathematics with academic mathematics for students to achieve the desired learning outcomes and the global significance of ethnomathemaics to mathematics through the congruence between culture and mathematics. Furthermore, the local significance of ethnomathematics to mathematics through culture and nativeness and their higher education implications through the desired learning outcomes achievement, creativity toward contemporary civilization, toward trained professionals, well – functioning educational system is imperative. Thus, it has been concluded that the global and local significance of ethnomathematics connects the students’ socio-cultural identity toward relevant mathematical thinking. It was recommended that mathematics instruction should start with a relevant ethnomathematical narrative for innate learning interests and that the mathematical academics should have an advancedethnomathematical knowledge preparation prior to instructional delivery. And also, mathematics learners should be involved in gathering ethnomathematical narratives for instructional support and higher education institutional department chairs of mathematics should design and implement a long-range Program of Faculty Retooling-Retraining on Ethnomathematics-Mathematics Instructional Complementation.