Kazakh History and Philosophy: the Ethnomathematical Component of the Content of Primary School Education in the Republic of Kazakhstan

TL;DR

This paper discusses integrating ethnomathematics into primary school mathematics education in Kazakhstan, sharing experiences and proposing solutions to enhance cultural relevance and understanding.

Contribution

It introduces the ethnomathematical component in primary education in Kazakhstan and offers practical insights and perspectives on its implementation.

Findings

Inclusion of ethnomathematics enriches primary math education.

Practical experience supports culturally relevant teaching methods.

Proposed solutions aim to improve student engagement and understanding.

Abstract

In the article, we would like to take part in a discussion over the problem of ethnomathematics, which has been under way for several years. We would like to express our opinion, our ideas concerning this problem and suggest our point of view on solving this problem. We would like to introduce readers to experience in working on including ethnomathematical component when teaching mathematics at primary school in the Republic of Kazakhstan.