Cultural Numeracy and Educational Tourism Applying Living Mathematics in Chinese Heritage Contexts of Sarawak

This study explores the intersection of cultural numeracy and educational tourism through the application of living mathematics within Chinese heritage contexts in Sarawak, Malaysia. By integrating ethnographic fieldwork, participatory observation, and analysis of online public sources, the research examines how mathematical concepts are embedded in traditional Chinese cultural expressions such as architecture, symbolism, and festival practices. Data collected from heritage sites, local educators, and cultural practitioners reveal how mathematics functions as a living element that shapes community identity and supports experiential learning. The findings highlight the potential of integrating cultural numeracy into educational tourism to promote heritage appreciation, mathematical literacy, and sustainable tourism development. This study contributes to the growing discourse on ethnomathematics and positions Sarawak’s Chinese heritage as a dynamic platform for culturally grounded mathematical education.