FACTORS INFLUENCING STUDENTS’ ATTITUDE TOWARDS ETHNO MATHEMATICS IN MATHEMATICS CURRICULUM: A STRUCTURAL EQUATION MODELLING APPROACH

Abstract

This study critically examines the conceptual integration of ethnomathematics within the middle school mathematics curriculum, employing Structural Equation Modelling (SEM) to explore the theoretical relationships among five core constructs, i.e., cultural relevance, instructional context, student engagement, mathematical self-efficacy, and attitude towards ethnomathematics. Framed within culturally responsive pedagogy and self-efficacy theory, the research aims to model the cognitive-affective dynamics that influence students’ perceptions when indigenous mathematical knowledge systems are introduced into formal education. A specially developed perception scale was administered to a representative sample of middle school students, and the structural model was validated through rigorous confirmatory factor analysis. The investigation not only probes the direct and mediated pathways between instructional and cultural variables but also challenges the conventional dominance of decontextualized mathematics instruction by positioning cultural identity as pedagogically central.

By employing SEM as both a methodological and theoretical tool, this study addresses a significant gap in empirical research on inclusive mathematics education. It provides a robust framework for understanding how cultural dimensions can be systematically embedded in curriculum design to support engagement and relevance. The research advances global education efforts that advocate for pluralistic and equity-driven practices, offering a foundational model for reimagining mathematics education in diverse socio-cultural contexts.