Reviving the Intersection of Indigenous Knowledge and Mathematics Pedagogy for STEM Advancement
Year: 2025
Type: article
Abstract: The contemporary landscape of STEM (Science, Technology, Engineering, and Mathematics) Education faces significant challenges in fostering critical thinking, creativity, and a deep understanding of mathematical concepts among learners. While modern STEM Education emphasizes technical skills and innovation, it often overlook the rich cultural and intellectual heritage embedded in indigenous knowledge. The core objective of this paper is to explore the revitalization of the synergy between indigenous knowledge and mathematics pedagogy as a means to revolutionize STEM education. It begins by examining the several key elements of indigenous knowledge relevant to Mathematics Pedagogy. Further, it discusses the need for synergy between indigenous knowledge and Mathematics Pedagogy. This paper examines the different type of strategies for revitalizing the synergy between indigenous knowledge and Mathematics Pedagogy as an avenue to revolutionize STEM Education. By incorporating indigenous mathematical methods, like the Sulba Sutras and Vedic Mathematics, into contemporary pedagogical practices, the paper proposes a pathway to bridge the gap between conventional wisdom and modern STEM curricula. This fusion not only fosters a deeper conceptual understanding of mathematical principles but also encourages critical thinking, creativity, and a global appreciation for diverse knowledge systems. Furthermore, it also investigates the several key challenges and opportunities to revolutionize STEM Education through integrated approach. This research paper employs a conceptual framework supported by qualitative methods which includes case studies , theoretical analysis and different review – based papers. By revitalizing the synergy between indigenous knowledge and Mathematics Pedagogy, this paper calls for a renewed vision of STEM education that is more holistic, inclusive, and capable of preparing future learners.
Author: Tej Bahadur
Institution: University of Lucknow
Language: English
Subfield: Theoretical Computer Science
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7081975323
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