Apps Meet Ancestry: A Digital Ethnomathematics Play Framework for Preschool Problem-Solving.

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Bibliographic Details
Title:	Apps Meet Ancestry: A Digital Ethnomathematics Play Framework for Preschool Problem-Solving.
Authors:	Ndeot, Felisitas¹ icananoarta@gmail.com, Hartati, Sofia¹ sofiahartati@unj.ac.id, Hapidin¹ hapidin@unj.ac.id
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p369-382. 14p.
Subject Terms:	Problem solving, Mathematics education, Educational technology, Instructional systems, Preschool education, Early childhood education, Educational computer games, Cultural property
Abstract:	Culturally-relevant mathematics experiences are rarely woven into the fast-growing market of preschool learning apps, leaving an untapped opportunity to foster heritage appreciation and early problem-solving skills. This study, therefore, introduces Ancestry Play. This tablet-based framework embeds ethnomathematical artefacts, batik tessellations, traditional bead patterns, and folklore-inspired puzzles into adaptive, playcentred challenges for children aged 4 to 6. Guided by designbased research, we translated three principles (cultural authenticity, playful scaffolding, and data-driven adaptation) into a modular architecture comprising Story, Pattern, and Builder mini-games. A quasi-experimental trial was conducted with 112 Nusa Tenggara Timur (NTT) Indonesian preschoolers: an experimental group (n = 57) used Ancestry Play for six weeks in 20-minute daily sessions, while a control group (n = 55) followed their usual paper-based numeracy routine. Pre- and postassessments employed the Math Problem-Solving Checklist and in-app analytics; data were analyzed with ANCOVA and thematic coding. Results revealed a statistically significant gain in complex problem-solving (F(1,109)=9.87, p < .01, η² = .083) for the experimental cohort, accompanied by higher engagement time (M = 14.2 min ± 2.1) and frequent strategy shifts that mirrored indigenous pattern heuristics. Qualitative observations indicated elevated cultural pride and peer narration around ancestral motifs. The findings suggest that ethnomathematicsinfused digital play boosts early mathematical reasoning and strengthens cultural identity. We discuss scalability across diverse heritages and outline future work on longitudinal retention and teacher-authored content plug-ins. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Culturally-relevant mathematics experiences are rarely woven into the fast-growing market of preschool learning apps, leaving an untapped opportunity to foster heritage appreciation and early problem-solving skills. This study, therefore, introduces Ancestry Play. This tablet-based framework embeds ethnomathematical artefacts, batik tessellations, traditional bead patterns, and folklore-inspired puzzles into adaptive, playcentred challenges for children aged 4 to 6. Guided by designbased research, we translated three principles (cultural authenticity, playful scaffolding, and data-driven adaptation) into a modular architecture comprising Story, Pattern, and Builder mini-games. A quasi-experimental trial was conducted with 112 Nusa Tenggara Timur (NTT) Indonesian preschoolers: an experimental group (n = 57) used Ancestry Play for six weeks in 20-minute daily sessions, while a control group (n = 55) followed their usual paper-based numeracy routine. Pre- and postassessments employed the Math Problem-Solving Checklist and in-app analytics; data were analyzed with ANCOVA and thematic coding. Results revealed a statistically significant gain in complex problem-solving (F(1,109)=9.87, p < .01, η² = .083) for the experimental cohort, accompanied by higher engagement time (M = 14.2 min ± 2.1) and frequent strategy shifts that mirrored indigenous pattern heuristics. Qualitative observations indicated elevated cultural pride and peer narration around ancestral motifs. The findings suggest that ethnomathematicsinfused digital play boosts early mathematical reasoning and strengthens cultural identity. We discuss scalability across diverse heritages and outline future work on longitudinal retention and teacher-authored content plug-ins. [ABSTRACT FROM AUTHOR]
ISSN:	08273383