Embedding Math Problems in Cultural City Tours to Increase Student Engagement and Inclusion

This paper aims to investigate whether embedding mathematical problems in cultural tours around cities can effectively increase student engagement, enhance knowledge retention, and promote inclusivity among students with varying abilities. First, we present the content development process and then the evaluation process with the participation of 78 high school students and six teachers. Quantitative data were collected through pre- and post-tour questionnaires, while qualitative data were gathered through teacher interviews to evaluate engagement, knowledge acquisition, and inclusivity. The results indicate that the pedagogical tours significantly enhance student engagement and foster collaboration among students of different abilities. This study contributes to the development of innovative pedagogical approaches by integrating storytelling, gamification elements, and real-world contexts to make mathematics learning more engaging.