HomeAbstract of 11th-icateTeachers’ and Students’ Perceptions of Integrating Sand Drawing into Junior Secondary Mathematics in Vanuatu

Teachers’ and Students’ Perceptions of Integrating Sand Drawing into Junior Secondary Mathematics in Vanuatu

  • Jun 22, 2026
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Abstract Book of the 11th International Conference on Advanced Research in Teaching and Education

Year: 2026

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Teachers’ and Students’ Perceptions of Integrating Sand Drawing into Junior Secondary Mathematics in Vanuatu

Francis Simon, Professor Dr. Satoshi Kusaka

ABSTRACT:

Traditional Vanuatu sand drawing is a culturally significant practice that encodes mathematical ideas such as symmetry, patterns, geometry, and spatial reasoning. Although it has been recognized by UNESCO as an Intangible Cultural Heritage, its integration into formal mathematics education remains limited. This qualitative study explores teachers’ and students’ perceptions of integrating sand drawing into junior secondary mathematics in Vanuatu. Data were collected from 28 student interviews (14 rural, 14 urban) and 4 teacher interviews across two junior secondary schools. Thematic analysis produced five major themes: instructional effectiveness, student engagement and learning experience, creativity and critical thinking, cultural integration and meaningful learning, and resource and material constraints. Students consistently reported that sand drawing made geometry, symmetry, and patterns easier to understand, while teachers observed increased motivation, confidence, and cultural pride among learners. Both groups emphasized the cultural relevance of sand drawing and its potential to bridge traditional knowledge with modern mathematics. However, challenges such as lack of materials, insufficient teacher training, and curriculum constraints hinder effective implementation. The findings highlight the importance of culturally grounded pedagogy in enhancing mathematics learning and preserving indigenous knowledge. Recommendations include teacher professional development, provision of sand drawing resources, curriculum alignment, and community involvement to support sustainable integration of ethnomathematics in Vanuatu.

Keywords: Ethnomathematics, Sand Drawing, Qualitative Research, Cultural Pedagogy