Horencio C. Adaro Jr.^1,, Dennis B. Roble¹

This systematic review investigates the state and progression of Research on ethnomathematics in the Philippines from 2009 to 2024. By examining 37 peer-reviewed studies, the review identifies prevailing themes, methodological trends, and gaps within literature. The analysis reveals that most research efforts focus on documenting indigenous mathematical practices, especially among cultural groups such as the Ifugao, Maranao, and T’boli. While these works contribute to preserving cultural heritage, they are largely descriptive and lack empirical evaluation of educational outcomes. Thematic synthesis categorizes the studies into five dominant areas: practices, development of competence, challenges, views, and effects, with the "practices" theme representing the largest proportion (40.5%). Methodologically, qualitative approaches, particularly ethnographic and phenomenological designs, dominate, underscoring the field’s cultural and contextual orientation. However, the scarcity of quantitative and mixed-methods research highlights a need for more robust, data-driven studies. Since 2020 onwards there has been a surge in the creation of publications. This rise aligns with the implementation of changes on a national scale, which support Indigenous Peoples Education (IPEd) along with the inclusion of ethnomathematical concepts, within the K–12 curriculum guidelines. Despite this growing interest, international visibility and interdisciplinary collaboration remain limited. This research underscores the importance of validating through real-world experiences and developing curriculum with the backing of institutions to progress in the field effectively. The analysis provides perspectives to aid educators, researchers, and policymakers in the Philippines in promoting culturally sensitive approaches to teaching mathematics.

Ethnomathematics, Systematic Review, Indigenous Knowledge, Mathematics Education, Philippine Curriculum