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

Abstract

This study aimed 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. Mathematical concepts embedded in the bekel game were first identified and used to develop a Hypothetical Learning Trajectory (HLT) consisting of three sequential learning activities. The HLT was piloted with six second-grade students representing high-, medium-, and low-ability groups to examine its feasibility. The results showed that the bekel game contains mathematical concepts such as counting, addition, and number composition. The pilot experiment indicated that the activities enabled students to develop an understanding of addition by progressing from concrete play experiences to visual representations and formal mathematical symbols. The developed learning trajectory provides practical guidance for elementary school teachers in designing contextual and culturally responsive mathematics instruction, while supporting students’ conceptual understanding of addition and promoting appreciation of local cultural heritage.