Ethnomathematical Practices in Brackish Water Fishpond Systems: A Study of Informal Mathematical Reasoning in Buying and Selling Activities
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Ethnomathematics views mathematics as a culturally embedded human activity that emerges from everyday experiences rather than solely from formal classroom instruction. This study explored the ethnomathematical practices and informal mathematical reasoning of brackish water fishpond owners and caretakers engaged in buying and selling activities in Nanding Lopez, Dumangas, Iloilo, Philippines. This study is based on ethnomathematics theory and constructivist learning theory to study how mathematical knowledge is used, created, and interpreted in the context of fish trading and fishponds. This study used a qualitative case study design with three purposively selected fishpond owners/caretakers. Semi-structured interviews were conducted and data were analyzed using theme analysis. The results showed that participants frequently used estimation, measurement, categorization, proportional reasoning, mental computation and financial calculations in pricing fish, calculating quantities, estimating harvest outputs and managing income. These mathematical methods have been developed via the lived experiences, market conditions, environmental conditions, trust connections, and long-term commitment to fishpond activities. The study also indicated that mathematical knowledge is mostly gained through observation, apprenticeship, mentorship and continual engagement in livelihood practices rather than through formal education. Community engagement and experiential judgment help to strengthen the capacity of participants to give accurate estimates and to make good economic decisions. The findings show mathematics to be a practical, culturally embedded and socially created tool for sustaining livelihoods and family wellbeing. The study emphasizes the need of employing culturally relevant and real-world contexts in mathematics education so as to foster meaningful learning, engagement and mathematical literacy. Further research may examine ethnomathematical techniques in various livelihood settings to contribute to culturally responsive mathematics education.
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