Design of Ethnomathematics-Based Mathematics Learning Activities Through the Traditional Game of Bekel in Elementary Schools

Abstract

This study aims to develop an ethnomathematics-based mathematics learning activity design using the traditional bekel game as a context for learning addition in elementary school. The study employed Design Research integrated with the Realistic Mathematics Education (RME) approach and autoethnography. The results showed that the bekel game contains mathematical concepts such as counting, addition, and number composition. Based on these findings, a Hypothetical Learning Trajectory (HLT) consisting of three activities was developed: drawing and grouping bekel seeds, recording number combinations, and writing addition sentences. The pilot implementation demonstrated that the learning activities helped students gradually understand addition, moving from concrete experiences to formal mathematical symbols. Therefore, the traditional bekel game can serve as a meaningful learning context while introducing local culture to students.