Mathematizing play: An ethnomathematical exploration of folk games in Bicol Partido, Philippines
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Abstract
The study of ethnomathematics in folk games holds significant value as it explores mathematical concepts within cultural heritage, contributing to a more inclusive understanding of mathematics. This research focuses on the ethnomathematics of folk games in Bicol Partido, employing a mini-ethnographic design. Key informant interviews with fifteen participants were conducted to gather data, which were subsequently analyzed using content analysis to identify mathematical concepts in the folk games (i.e., taytayan, tubigan, apir-disapir, and sungka). The analysis revealed various mathematical concepts, including numbers and number sense, geometry, patterns, and probability. Educators are recommended to incorporate these concepts into mathematics instruction, utilizing the folk games as culturally relevant and engaging learning activities. By recognizing and appreciating the mathematical aspects of folk games, educators can foster a deeper understanding and engagement with mathematics among students while preserving and celebrating the cultural heritage of Bicol Partido. Teacher training programs should include components on ethnomathematics, equipping educators with the necessary knowledge and skills. Moreover, the researchers encourage collaborative efforts among researchers, educators, and local communities to develop educational materials and resources that seamlessly incorporate the inherent mathematical elements found in these folk games. Further research is needed to explore the impact of these games on student learning outcomes, cultural appreciation, and engagement in mathematics.
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