Abstract

This research focuses on prospective teachers who are a group that has a key role in teaching mathematics to future generations. A qualitative approach with an ethnographic design is used to understand and explain the culture and social life of a region by relating its role as a learning resource to developing local culture-based mathematics learning plans. This research method involves collecting data through observation, interviews, and analysis of cultural artifacts. We integrate these cultural elements into mathematics instructional planning. The results of this research show that through exploring local culture, it can be used as a reference for developing learning plans to increase mathematical literacy. Cultural studies as a learning resource are not only for instilling concepts but beyond that, they can be used to develop students' problem solving and critical thinking skills. This research underscores the importance of innovative approaches in mathematics teaching that utilize local cultural assets. The integration of cultural artifacts not only improves mathematical literacy, but also promotes the preservation of cultural heritage. The results of this research can be a guide for educational institutions and teachers in developing mathematics learning strategies that are more contextual and meaningful.  

Keywords

References

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