Bridging Culture and Calculus: An Ethnomathematical Approach to Enhancing Undergraduate Mathematics Learning for International Students

Abstract Book of the 11th International Conference on New Approaches in Education

Year: 2026

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Bridging Culture and Calculus: An Ethnomathematical Approach to Enhancing Undergraduate Mathematics Learning for International Students

Prof. Wen-Haw Chen

ABSTRACT:

The increasing internationalization of higher education in Taiwan has led to a growing population of Southeast Asian students, particularly from Indonesia, enrolling in undergraduate STEM and business programs. However, conventional mathematics instruction often emphasizes abstract formalism and procedural fluency, which, when combined with language barriers and diverse educational backgrounds, can heighten cognitive load and learning anxiety among international students.
This study presents an action research project that integrates ethnomathematics into undergraduate Calculus and Geometry courses to create a culturally responsive and competency-based learning environment. Drawing on Indonesian cultural contexts, the instructional design incorporates familiar artifacts and practices to mediate the understanding of abstract mathematical concepts. Examples include the use of Tongkonan traditional houses to explore projective geometry and derivatives, Lemmang (traditional bamboo rice) to illustrate volume of revolution through disk and cylindrical shell methods, and the Congklak board game to model arithmetic sequences.
A mixed-methods approach was employed, including pre-course surveys, unit-based feedback, and semi-structured interviews, to examine students’ learning experiences and perceptions. Preliminary findings indicate that students initially experienced significant language-related anxiety and difficulty connecting symbolic procedures to conceptual understanding. Following the intervention, participants reported increased engagement, reduced learning anxiety, and improved ability to interpret mathematical concepts through culturally meaningful representations. Notably, the findings suggest a shift from passive procedural learning toward more conceptually grounded and culturally mediated understanding.
In addition, structured peer interaction and bilingual visual supports facilitated both academic adaptation among international students and intercultural awareness among local students. The results highlight the potential of ethnomathematics as a pedagogical bridge between abstract mathematical knowledge and students’ lived experiences. This study contributes to the development of inclusive and sustainable instructional strategies for increasingly diverse global higher education contexts.

Keywords: Ethnomathematics; Calculus Education; International Students; Cross-Cultural Learning; Mathematics Anxiety; Culturally Responsive Teaching