A scoping review of ethnomathematics in Philippine mathematics education and its comparison with international practices

This scoping review maps ethnomathematics research in Philippine mathematics education and identifies similarities and differences of patterns with selected international literature. Guided by JBI methodology and PRISMA Extension for Scoping Reviews, 45 studies were analyzed to examine how ethnomathematics is represented and characterized using the lenses of ethnomathematical activities and curriculum typology. The mapped studies show an increase in publications over time, with a shift from ethnographic documentation toward instructional design and classroom applications. Four recurring themes in the reported educational contributions of ethnomathematics were identified: contextualization through Indigenous Knowledge Systems and Practices, teacher agency in lesson co-design, reported student engagement, and conceptual or reflective work. Designing and measuring are the most frequently represented activities, while integration and insertion are the most common at the curriculum level. In relation to selected international literature, the Philippine corpus shows a similar emphasis on mathematical domains and educational levels, particularly geometry and the secondary level. Cultural practices emphasize weaving, fishing, and farming, in contrast to the focus on architecture in some international studies. The review identifies gaps in coverage and highlights the need for broader representation and stronger links between research and curriculum development.