Designing an ethnomathematics-based adaptive numeracy assessment model: Integrating the meda mazi cultural tradition in elementary mathematics education

Wilibaldus Bhoke; Melkior  wewe; Maria Elisabeth  Lewar; Maria Editha Bela

doi:10.58524/jasme.v6i4.1636

Authors

Wilibaldus Bhoke STKIP Citra Bakti, Indonesia
Melkior wewe STKIP Citra Bakti, Indonesia
Maria Elisabeth Lewar STKIP Citra Bakti, Indonesia
Maria Editha Bela STKIP Citra Bakti, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i4.1636

Keywords:

Adaptive Assessment, Elementary Mathematics Education, Ethnomathematics, Meda Mazi, Numeracy Assessment

Abstract

Background: Conventional numeracy assessments often overlook students’ cultural experiences and diverse learning abilities, highlighting the need for culturally responsive assessment approaches in elementary mathematics education.

Aims: This study aims to design an ethnomathematics-based adaptive numeracy assessment model integrating the Meda Mazi cultural tradition to support contextual mathematical reasoning among elementary school students.

Method: A descriptive qualitative approach was employed through a literature review examining numeracy assessment, adaptive assessment principles, ethnomathematics, and Meda Mazi cultural practices. Data were analyzed through reduction, thematic categorization, and interpretative synthesis to formulate a conceptual assessment framework.

Results: The study produced a conceptual model comprising three difficulty levels: basic, intermediate, and advanced. Mathematical contexts derived from Meda Mazi activities included participant grouping, resource distribution, time allocation, and logistical planning. The proposed adaptive mechanism progressively adjusts task difficulty based on students’ responses while incorporating scaffolding to accommodate individual learning needs.

Conclusion: The proposed model offers a culturally contextualized framework for adaptive numeracy assessment that connects mathematical reasoning with local cultural practices. Further empirical investigation is necessary to establish its validity, practicality, and effectiveness in elementary mathematics education.

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