This systematic review synthesizes findings from 18 empirical and conceptual studies published between 2001 and 2024, focusing on the integration of ethnomathematics and culturally responsive pedagogy in mathematics education. The Systematic Literature Review method with the PRISMA protocol was used to conduct the study. Utilizing a systematic search and screening process, an initial pool of 150 articles was reduced to 18 relevant studies. The review highlights diverse methodologies, contexts, and contributions, showing measurable gains in student performance, engagement, and conceptual comprehension when mathematics instruction incorporates students’ cultural contexts. Key gaps identified include limited generalizability, a lack of long-term impact data, and ongoing challenges in teacher training and curriculum integration. The findings underscore the critical need for continued research and policy support to embed culturally relevant approaches in mathematics curricula globally. Article visualizations:
Kusi et al. (Fri,) studied this question.
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