The Dynamic Components of Janiola’s Ethnolearning Framework

This research sought to configure the elements of Eskaya ethnomathematics, specifically for the purpose of generating an ethnolearning framework in mathematics by exploring the sociocultural and ethnomathematical practices of the Eskaya tribe of Duero, Bohol, Philippines. Using the ethnographic mixed methods design, this chapter explains the mathematics practiced by the Eskaya tribe and the validated instructional materials that can be used in teaching Eskaya ethnomathematics. Through purposive sampling, selected teachers, parents, and students from the tribe served as key informants in the study. Data collection took almost a year of observation, lived experiences, documentation, interviews, and quasi-experimentation of instructional materials. Using a systematic review, the study used the four dynamic components to constitute the elements of Janiola’s ethnolearning framework: the context, the content, the mathematical skills, and the mathematical tools. The findings demonstrate that ethnomathematics may be studied using the sociocultural context as a foundation. The skills taught in ethnomathematics are based on the tribe’s everyday behaviors rooted in their culture. The skills necessary in the tribal environment define the content taught in ethnomathematics, and the use of appropriate tools is required to enhance learning. The findings were synthesized to constitute the elements of Janiola’s ethnolearning framework. The empirical implications lead to an appreciation of Eskaya ethnomathematics and its preservation and inclusion into the K-12 curriculum. The framework describes how the Eskaya tribe engages with mathematics, and adds to the overall comprehension of ethnomathematics that can be applied to the creation of curriculum materials tailored to specific mathematical contexts.