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International Conference on Humanities.
Education.
Language, and Culture Integrating Ethnomathematics into Teaching Strategies to Enhance PreschoolersAo ProblemSolving Skills: A Qualitative Case Study Felisitas Ndeot*.
Sofia Hartati2.
Hapidin3 1,2,3Jakarta State University.
Jakarta.
Indonesia *Corresponding Email: icandeot@gmail.
Abstract This qualitative case study investigates how ethnomathematics is integrated into teaching strategies to improve problem-solving skills among preschoolers aged 5-6 years.
Observational data were collected from two early childhood classes during a structured learning session themed "Tanah Airku", and analyzed through qualitative content analysis.
Teachers use a culturebased approach, leveraging the introduction of regional clothing into game-based and inquiry-based learning.
The findings show that teachers use culture-based approaches such as the introduction of regional clothing in play activities and inquiry, which creates a variety of problem-solving opportunities, from comparing patterns to making context-based decisions.
This strategy not only fosters mathematical thinking and creativity but also strengthens children's connection to their cultural Both teachers apply a child-centered approach but differ in the way they utilize cultural elements and scaffolding techniques to stimulate problem-solving.
The implications of this study on professional development, educators utilize culturally responsive pedagogy and early childhood curriculum to incorporate local cultural contexts in learning activities to support effective problem-solving skills.
International Conference on Humanities.
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problem-solving skills.
childhood education.
culturally responsive INTRODUCTION Problem-solving skills are crucial for early childhood development as they lay the foundation for critical thinking, cognitive growth, and emotional intelligence.
Introducing these skills at a young age fosters children's ability to analyze situations, propose solutions, and persist in overcoming challenges.
This early training not only enhances academic performance but also promotes social and emotional well-being, making it essential for holistic Problem-solving skills are linked to cognitive abilities, enabling children to engage in critical thinking and systematic reasoning (Nadila, 2.
Early proficiency in problem-solving predicts future academic success and interpersonal relationships (Greenwood et al.
, 2.
Developing problem-solving skills reduces aggression and depression while enhancing prosocial behaviors (Suarez et , 2.
Problem-solving skills are crucial at an early age as they enable children to adapt to life, enhance selfregulation, empathy, and theory of mind, and are learnable and improvable, significantly impacting their social adaptation and overall development (Cesur & Yarali.
Developing problem-solving skills at a young age equips children with the ability to navigate challenges, make decisions, and enhance their overall cognitive and social development (Diamond, 2.
Problem-solving skills are crucial for early development as they foster engagement, focus, and persistence in task completion, which are essential for school success.
Tracking these skills helps assess children's readiness for school and the effectiveness of early interventions (Walker et al.
, 2.
Research on problem-solving skills in preschoolers has identified several underexplored areas, particularly concerning the roles of teachers, cultural influences, and International Conference on Humanities.
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These aspects are crucial for understanding how problem-solving can be effectively nurtured in diverse educational contexts.
The ProSkiND framework emphasizes structured teacher preparations and active engagement, highlighting the need for clear instructional guidance in problem-solving activities (Anis et al.
, 2.
Young children's problemposing and problem-solving are rarely the focus of research, particularly regarding teachers' roles and insights into their professional knowledge, as well as cultural approaches and ethnomathematical integration in preschool settings (Fosse et al.
, 2.
The paper highlights that much research on preschool problemsolving skills has focused on domain-specific tasks and memory skills, neglecting broader aspects such as the role of teachers, cultural approaches, and ethnomathematical integration in fostering metacognitive strategies (Lambert.
The research gap identified in the research revolves around the limited exploration of ethnomathematics specifically within preschool education.
While existing literature highlights the effectiveness of ethnomathematics in enhancing mathematical understanding and cultural relevance in older students, there is a scarcity of qualitative studies focusing on preschoolers' problemsolving skills through this lens.
Most studies concentrate on higher educational levels, such as elementary and middle school, leaving a gap in understanding how ethnomathematics can be effectively integrated into preschool curricula (Meneghetti et al.
, 2.
There is a need for more ethnographic approaches that capture the cultural contexts of preschoolers, which can inform teaching strategies.
Research on educators' strategies for stimulating problem-solving skills in early childhood education is crucial as it lays the foundation for children's International Conference on Humanities.
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Effective problemsolving abilities are essential for navigating challenges throughout life, and early childhood is a pivotal period for cultivating these skills.
Educators play a vital role in this process by integrating structured activities and engaging methods that promote critical thinking and creativity.
Research on educators' strategies is crucial as it highlights effective methods for fostering young children's selfregulation and problem-solving skills, which are key predictors of school success.
Understanding these strategies helps cultivate intentional pedagogies that promote autonomy and efficacy in students (Kelley, 2.
This research addresses this gap by exploring how ethnomathematics is integrated into teaching strategies aimed at developing problem-solving skills among Focusing on two early childhood classrooms in Indonesia, this qualitative case study investigates how teachers design and implement culturally rooted activities and how these influence childrenAos problem-solving The research focused on addressing two connected questions:
RQ1: How do preschool teachers integrate elements of ethnomathematics into their teaching strategies to develop problem-solving skills in 5 to 6-year-old children? RQ2: What types of opportunities for problem-solving are created through culturally rooted teaching practices in early childhood classrooms? METHODS Research Design This study adopted a qualitative case study design as outlined in previous literature by Creswell.
A case study is a qualitative approach in which the investigator explores a real-life, contemporary bounded system .
or International Conference on Humanities.
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over time through detailed, in-depth data collection involving multiple sources of information .
, observations, interviews, documents, and report.
, and reports a case description and case-based themes (Creswell, 2.
, this study focuses on a bounded system, two preschool classrooms, in which problem-solving skills were fostered through culturally rooted teaching strategies.
This approach allowed for an in-depth understanding of how ethnomathematical elements were integrated into real classroom practices and how these influenced childrenAos engagement in problem-solving activities.
Context and Participants The research was conducted in two preschool classrooms located in Eastern Indonesia, each with a culturally rich learning environment.
The participants consisted of two early childhood teachers teaching children aged 5Ae6 years.
Both teachers were selected using purposive sampling based on their experience in implementing culturally-based instruction and their willingness to integrate local cultural elements into mathematics activities.
Each classroom had 10Ae12 students, and both teachers held early childhood teaching Data Collection Techniques and Trustworthiness Data for this qualitative case study were collected using multiple techniques to ensure the richness and triangulation of perspectives.
The researcher conducted direct classroom observations during structured learning sessions, capturing video recordings of the interactions between teachers and children.
All videos were transcribed verbatim to facilitate detailed analysis.
In addition, semistructured interviews were conducted with each International Conference on Humanities.
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These interviews were also transcribed for analysis.
Complementary documentation, including lesson plans, photos of learning materials, and childrenAos work samples, were collected to contextualize the practices observed.
These recommendations of Creswell, who emphasized the importance of gathering multiple sources of evidence in qualitative case studies (Creswell, 2.
Furthermore, the approach aligns with Miles.
Huberman, and Saldaya, who advocate for triangulating data sources to ensure the validity of findings (Miles et al.
, 2.
Data were collected over three weeks using three main techniques:
Observation: Each teacher was observed three times during 60-minute structured learning sessions themed AuTanah AirkuAy.
Observations focused on teacher-child interactions, problem-solving activities, and the integration of cultural elements.
Semi-structured interviews: Conducted after the observations, these interviews explored the teachersAo perspectives on the strategies used, their intentions, and how cultural elements supported childrenAos problemsolving development.
Documentation: Supporting materials such as lesson plans, student work samples, and photos of classroom activities were collected to enrich the contextual understanding and verify observed practices.
To ensure the credibility, transferability, dependability, and confirmability of the study, several strategies were employed throughout the research process, aligned with Lincoln and GubaAos criteria (Lincoln & Guba, 1.
International Conference on Humanities.
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, 2.
The analysis process includes data transcription, open coding, categorization, and theme To increase the validity of the data, the source .
bservations, documentatio.
and the confirmation of results through member checking are used by verifying key findings with the participating teachers.
The unit of analysis was defined as meaningful interactional episodes, which included verbal or non-verbal exchanges between the teacher and children related to problem-solving activities using ethnomathematical content.
The analytical process involved the following steps:
Episode identification: Observational data were segmented into episodes that showed teachersAo pedagogical strategies or childrenAos Coding and categorization: Each episode was open-coded and grouped into conceptual categories such as problem identification cultural artifacts or verbal scaffolding using traditional patterns.
Theme development: categories were then (Ethnomathematical problem-solving, and facilitation of ethnomathematical dialogu.
International Conference on Humanities.
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The analytical steps are summarized in Table 1 below.
Table 1.
Analytical Process of Observational Data.
Data Unit of Coding Category Theme Source Analysis Process Observati Interview Meaningf on and Open Use of and the use of l games Ethnoma on for Problemsolving Interview Teacher on and Themati g of Emphasi s on Culturall Observati Documen Meaningf Interpre tation of Scaffoldi Facilitati on of International Conference on Humanities.
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All data were anonymized to protect participantsAo identities, and participation was entirely voluntary.
RESULTS
RQ1: How do teachers integrate ethnomathematics into their teaching strategies to enhance preschoolersAo problem-solving skills? Analysis of observational data, interviews, and documentation showed that teachers meaningfully integrated ethnomathematical elements through a culturally based learning approach.
Three main themes emerged from the data analysis: Ethnomathematical Exploration for Problem-Solving.
Culturally Responsive Ethnomathematics.
Facilitation Ethnomathematical Dialogue.
International Conference on Humanities.
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Children were asked to group clothing motifs and traditional house shapes based on geometric shapes that looked like triangles, squares, or symmetrical patterns, arranging the bottom stones from the largest to the smallest in a "boy" game.
These activities stimulate their ability to recognize, connect, compare, and explain basic mathematical concepts through culturally relevant contexts.
These activities encourage children to solve problems through observation, grouping, and decision-making.
AuI chose traditional clothes because children are immediately interested, they like to see the motifs and can distinguish which ones are similar and which are notAy (Teacher B, intervie.
AuI use images of traditional houses, children are interested in connecting each shape with the shape of the traditional house" (Teacher A, intervie.
"The children love the traditional game, they are engrossed in playing and arranging stones so that the stone arrangement does not collapseAy (Teacher B, intervie.
These activities are not only fun, but also encourage children to think logically, classify, and solve problems in contexts that are familiar to children.
This open coding process of observation data produces categories of strategies, such as the use of cultural symbols in classification games and manipulative activities.
International Conference on Humanities.
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Through thematic grouping, it is known that teachers consciously emphasize the importance of delivering mathematics material in a cultural context that is close to children's lives.
AuI see that children understand math concepts more easily when connecting shapes to traditional house drawings" (Teacher A, intervie.
AuWhen introducing the regional clothes worn by each child and playing traditional games, it helps children build confidence and self-identity" (Teacher B, intervie.
The categories that emerged from these interviews included an emphasis on cultural context in the delivery of materials and the adaptation of locally relevant learning Facilitation of Ethnomathematical Dialogue During the learning session, the teacher actively encourages the child to discuss the reasons they chose or grouped a particular motive.
This approach reflects the use of verbal scaffolding to develop children's reasoning.
The teacher uses open-ended questions like, "What makes these forms of traditional houses similar?" (Teacher A, observatio.
, "How do you know which shape is the same or different in the picture of a traditional house?" (Teacher B, observatio.
, "What did you do to prevent the stone arrangement from collapsing before it was thrown away?" (Teacher B, observatio.
, "What if you look for the same shape as the drawing of this traditional house?" (Teacher A, observatio.
The children's work shows that educators use local symbols as a tool in scaffolding or learning assistance such International Conference on Humanities.
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Figure 1.
The Work of Sticking Puzzles and Coloring Regional Clothes.
International Conference on Humanities.
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Works of Connecting Geometric Shapes and Coloring Traditional House Drawings.
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Kids Play Traditional GamesAuBoyAy.
In addition, teachers design lesson plans that include objectives that integrate cultural aspects in basic math topics, such as matching, classification, comparing, shapes, patterns, and geometry.
This integration provides a contextual, meaningful, and motivating learning experience for children.
RQ2: In what ways do teachers differ in their use of cultural elements and scaffolding techniques to support preschoolersAo problem-solving? Both teachers demonstrate a commitment to a childcentred approach, but they differ in how they explore local cultures in learning as well as in providing step-by-step support .
to develop children's problem-solving International Conference on Humanities.
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Teacher A uses traditional house drawings as a tool to help children connect geometric shapes .
, triangles, square.
with patterns or structures they are familiar with in everyday life.
Teacher A emphasizes the visual relationship between forms and cultural objects, which encourages children to recognize them in a context that is familiar to them.
"I help children think slowly, for example, where to start, what they see first.
Sometimes I repeat the question in another way," (Teacher A, intervie.
Teacher B, emphasizes more on traditional clothing and traditional games as cultural tools to teach mathematical concepts.
Teacher B chooses cultural elements that are more directly related to the children's experiences, such as clothes and games they are familiar The use of traditional clothing helps children in distinguishing patterns and motifs, while traditional games allow children to physically group and measure through fun activities.
This difference suggests that Teacher A uses more visual representations of cultural elements .
mages of house.
, while Teacher B integrates cultural elements that are more practical and directly relate to the child's sensory experiences .
raditional clothing and game.
Teacher A uses a scaffolding approach that focuses more on open-ended questions to encourage the child's logical thinking and reasoning.
Teacher A often asks children to explain what they are doing in relation to the shapes and patterns they see in traditional house This technique encourages children to think more deeply about the relationship between cultural forms and objects, as well as improve their ability to communicate their thought processes.
International Conference on Humanities.
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Teacher B encourages children to reflect and explain strategies they use in traditional games .
uch as "boy" games with rock.
This technique places more emphasis on the manipulative processes that occur in play and how children solve practical problems in the context of play.
Teacher A uses more scaffolding techniques based on conceptual questions that encourage children to relate mathematical ideas to cultural objects theoretically, while Teacher B focuses more on practical questions that problem-solving manipulative experiences.
DISCUSSION
This research contributes to the growing study of the integration of ethnomathematics in early childhood education, particularly in its role in improving preschoolers' problem-solving skills through culturally meaningful pedagogical approaches.
The most significant finding of this study is the way teachers use cultural symbols not only as learning content but also as scaffolding tools that highlight the pedagogical duality in which culture plays a role as a curriculum as well as an instructional support.
One of the key findings was the differences in scaffolding techniques used by educators that revealed variations in instructional responses.
This difference demonstrates the flexibility of ethnomathematics-based teaching approaches and their ability to be adapted to each teacher's pedagogical style and goals.
This is in line with sociocultural theory (Vygotsky, 1.
, which states that learning is mediated by tools, both symbolic and material in the context of children's cultures.
In this context.
International Conference on Humanities.
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These tools are not used superficially, but rather embedded in the context of authentic problemsolving, which requires the child to analyze, compare, and justify their reasoning.
Furthermore, this study shows that cultural relevance increases children's engagement and cognitive investment in problem-solving tasks.
Culturally responsive teaching encourages deeper understanding by building on students' cultural strengths (Gay, 2.
When teachers use familiar and meaningful materials, such as Manggarai songke motifs or traditional games such as "boy", children show higher levels of participation and independent reasoning.
Another important contribution is the observation that teachers' instructional strategies reflect their beliefs about learning and culture.
One educator's use of ethnomathematical dialogue shows an emphasis on cognitive development through reflective questions, while the other educator's approach highlights experiential and social learning.
This difference is in line with the thinking of Rogoff .
, who distinguishes the structure of participatory learning across cultures, while affirming that different paths to mathematical understanding can coexist and be equally effective (Rogoff, 2.
Other findings suggest that ethnomathematics plays an important role in introducing early math and problem-solving skills in early Educators use ethnomathematics to introduce matching, classification, comparison, shapes, patterns, and geometry.
Problem-solving skills are shown through children's activities such as solving problems when arranging stones, comparing stone sizes, solving puzzles, as well as classifying and connecting shapes.
In early childhood, activities related to matching, classification, comparing, shapes, patterns, and geometry are part of the International Conference on Humanities.
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Early mathematics concepts in early childhood include matching, classification, comparing, ordering or seriation, space, shape, geometric, pattern, early algebra, function, graphing, and number sense (Smith, 2.
Meanwhile, in developing problemsolving skills, in addition to educators utilizing scaffolding, educators also facilitate children to find solutions to problems encountered during learning.
Problem-solving in early childhood is defined as a complex set of skills in which children demonstrate the ability to recognize the occurrence of a problem, seek and apply solutions for problem-solving, and engage in reflection to determine the effectiveness of the solutions applied (Diamond & Hsiao.
Ethnomathematics can be used in early childhood learning to introduce early mathematical concepts and problem-solving skills.
Based on these findings, this study offers a new understanding of how ethnomathematics can function not only as content but also as a responsive pedagogical These findings show the potential of ethnomathematics in mediating conceptual learning and identity formation when applied by paying attention to the cultural background and learning style of children.
These findings also have practical implications for teacher education and curriculum development.
The researchers suggest that early childhood educators be supported in recognizing and utilizing local cultural resources, as this can lead to more meaningful math learning and improved problem-solving skills.
Future professional training should include training on how to design learning experiences that integrate cultural content and adaptive scaffolding This research expands the understanding of responsive ethnomathematical pedagogy by showing how the use of different cultural elements and scaffolding methods can encourage early mathematical thinking and International Conference on Humanities.
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This research shifts the cultural view as a mere background, and instead places it as a dynamic instructional resource, empowering children to explore, reason, and solve problems in a personally relevant way.
CONCLUSION
This study explores how early childhood educators integrate ethnomathematics into their teaching strategies to support preschoolers' problem-solving skills.
Through a qualitative case study approach, it was found that elements of local culture, such as traditional house shapes, traditional motifs, regional clothing, and traditional games, are not only effective as learning resources but also function as scaffolding tools rooted in Teachers use these cultural references to comparison, and decision-making skills for children.
One of the main contributions of this research is how ethnomathematics can encourage cognitive development while strengthening cultural identity in early childhood.
This study highlights the differences in scaffolding strategies used by teachers, reflecting their pedagogical intentions as well as sensitivity to children's cultural These findings reinforce the importance of culturally responsive teaching and show that math learning can be academically rigorous but still culturally However, this study has some limitations.
First, the research was conducted in a specific cultural and geographical context, namely Manggarai.
Indonesia, which may limit the generalization of the findings to other Second, the study only involved two teachers, which although providing in-depth data, remained a limited sample.
Third, the child's perspective is not collected directly, but is interpreted through observation International Conference on Humanities.
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Further research can expand on these findings by involving a larger sample of different regions and cultural backgrounds to see how ethnomathematical strategies vary in different contexts.
Longitudinal research is also recommended to explore how continued exposure to culturally responsive math teaching affects children's cognitive and social-emotional development in the long In addition, future research should explore children's perspectives directly to better understand how they interpret culturally rooted mathematical learning In closing, this study emphasizes the importance of integrating local culture in mathematics learning in early childhood education as a way to make learning more relevant, inclusive, and effective.
bridging culture and cognition, ethnomathematics can empower children to engage in problem-solving with confidence, curiosity, and pride in their culture.
REFERENCES