Multicultural Mathematics Education: Does It Matter? A Study of Ethnomathematical Awareness in Preservice Science Teachers

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 2
  In Roundtable Session: STEM Pathways and Multicultural Perspectives

Abstract

This study examines how preservice science teachers develop ethnomathematical awareness through multicultural math education. Conducted in 2025 with 26 freshman participants, the research used case study methods to analyze cognitive, affective, and practical impacts. Results showed: (1) expanded views beyond Western math traditions, (2) emotional growth from curiosity to critical empathy, and (3) action shifts from superficial cultural references to meaningful integration. Findings highlight that learning depth depends on cultural self-awareness and professional agency, offering insights for teacher education reform.

Author

• Wen-Hua Chen, National Taipei University of Education