Ethnomathematics and computational thinking in mathematics learning: Bibliometric review Available to Purchase

In this study focused on learning mathematics, the objective is to delineate the connection between computational thinking and ethnomathematics. Employing the dimensions database, our research method centers on bibliometric analysis, examining 435 reputable articles. Our findings indicate a global presence of publications on the link between computational thinking and ethnomathematics across continents, with prominent contributions from the United Kingdom, the US, and Indonesia. This suggests a concerted effort in these nations to develop contextually-oriented mathematics learning strategies, underlining the importance of international cooperation in shaping innovative math education approaches. Incorporating ethnomathematics and computational thinking into curricula and teaching practices stands to benefit from our study’s insights. The research sheds light on the dissemination and evolution of knowledge on these topics in diverse mathematical learning environments globally. A key conclusion is that computational thinking and ethnomathematics synergize effectively in learning mathematics. Ethnomathematics enriches understanding by integrating cultural and contextual factors, while computational thinking emphasizes problem-solving and logic. Despite these valuable insights, it is imperative to acknowledge study limitations. The data’s dynamic nature, susceptible to rapid changes, requires caution in generalizing findings over time. Recognizing this caveat ensures a nuanced interpretation and enhances the study’s credibility. This research significantly contributes to the synthesis of computational thinking and ethnomathematics, offering a pathway for more relevant and meaningful mathematics instruction in an ever-evolving educational landscape.