Innovative Practice of Culturally Responsive Teaching in the Thai Primary Mathematics Classroom

Kanchana【Thailand】

Abstract:

This study addresses the need for localization in mathematics education in Thailand by presenting an innovative framework of Culturally Responsive Teaching (CRT). By integrating Thai elements such as traditional weaving, temple architecture, and festival rituals with mathematical concepts, an interdisciplinary teaching module was designed and implemented in a controlled experiment lasting 12 weeks at public primary schools in Chiang Mai Province. Specifically, the teaching module involved teaching geometric figures and symmetry using traditional weaving patterns, explaining proportions and measurements through temple architectural structures, and mathematical applications in conjunction with the scheduling and resource allocation in festival rituals. The results showed that the experimental group students outperformed the control group in spatial visualization (23% improvement) problem-solving skills (18% improvement), and motivation to learn (32% improvement) (p<0.01). This paper provides replicable model for mathematics education in Southeast Asian cultural contexts and has been included by the Ministry of Education as a reference case for curriculum reform.

Keywords: Culturally Responsive; Mathematics Education in Thailand; Interdisciplinary Integration; Localized Teaching; Innovative Primary Education

1. Introduction

Since the reform of the education system in 202, Thailand has established the teaching philosophy of “being student-potential-development-oriented”. However, there are two major pain points in the current primary mathematics curriculum:

ultural Disconnect: Many of the examples in textbooks are based on Western contexts, such as shopping in dollars and baseball statistics, which are disconnected from the students’ life experiences in Thailand This cultural difference not only affects the students’ comprehension but can also lead to confusion and maladjustment in real-life applications. For example, Thai students are more familiar with the of Thai baht in their daily lives and local sports activities. Therefore, textbooks should incorporate more of these local elements to enhance the relevance and interest of learning.

Abstractification Dmma: Abstract concepts such as geometry and fractions are taught through mechanical exercises, leading to an attrition rate as high as 41% (Thailand Basic Education Commission 224 report). The teaching of abstract concepts requires more intuitive demonstrations and hands-on practice to help students establish connections between concrete images and abstract concepts. For example, geometry fractions can be explained through physical models, interactive games, or real-life examples, thus enhancing students’ interest and comprehension.

This study innovatively proposes the “Dual-Anchored Learning Model”: a model that guides students to deeply understand core mathematical concepts using Thai cultural carriers and real-life problems as two key anchors, and promotes the internalization and application of knowledge through inquiry-based learning activities.

The structure of teaching model, where cultural carriers and real-life problems are jointly anchored to mathematical concepts

A[Thai cultural carriers] --> C(Core mathematical concepts)

[Real-life problems] --> C

C --> D[Inquiry-based learning activities]

In the “Dual-Anchored Learning”, Thai cultural carriers include but are not limited to traditional festivals, art forms, historical events, etc. These elements not only enrich classroom content but also help students establish interdisciplinary. For example, by analyzing the splash water activities in the Thai New Year Songkran Festival, students can explore the concepts of probability and statistics.

Real-life problems, the other hand, select common actual situations from students’ daily lives, such as shopping, travel planning, sports matches, etc. These problems can arouse students’ interest and their learning motivation. For instance, when solving a real-world problem about budget allocation, students can apply their knowledge of algebra and geometry to develop the optimal solution.

Inquirybased learning activities are the core part of the model, which encourages students to participate actively, cooperate in communication, and think critically. By designing open-ended tasks and projects, can apply their knowledge in practice, cultivate their problem-solving ability, and innovative thinking. For example, students can carry out a group project to analyze tourism data in a certain of Thailand using mathematical models and propose suggestions to improve the development of the tourism industry.

2. The Current Situation and Theoretical Basis of Mathematics Education in Thailand

2.1 Analysis of Policy Framework

The Ministry of Education in Thailand divides elementary mathematics into eight key competency orientations10, but there is insufficient integration with vocational technology education (er Technology) and local culture. For example:

Traditional problem: "A rectangular garden is 8 meters long and 5 meters wide, find the area."

C response transformation: "To design a lotus decoration platform for the Chiang Mai Flower Festival, you need to cut a rectangle out of gold foil paper that is 8 inches and 5 inches wide (1 Thai inch = 2.54 cm), calculate the required area and cost of gold foil. First, convert the dimensions into centimeters 8 inches is equal to 20.32 cm, and 5 inches is equal to 12.7 cm. Then, calculate the area as 2.32 cm × 12.7 cm = 258.624 square cm. Finally, based on the cost of gold foil paper, assuming the price gold foil paper is 0.5 Thai baht per square cm, the total cost would be 258.624 square cm × 0.5 Thaiht/square cm = 129.312 Thai baht."

2.2 Theoretical foundation

Constructivism and Cultural Scaffolding: Constructivism that learning is an active process where individuals construct knowledge through interaction with their environment. The theory of cultural scaffolding, proposed by Gloria Ladson-Billings, suggests that should utilize cultural symbols and resources as cognitive tools to help students understand and acquire knowledge within a specific cultural context. This theory highlights the importance of cultural background in the learning process and that teachers should consider students' cultural backgrounds in teaching to facilitate more effective learning.

Situated Cognition Theory: Situated cognition theory, proposed by John Seely Brown alis not isolated but constructed through individuals' interaction with others in concrete situations. In the context of Thai life, the construction of knowledge is dynamic and situation-, meaning that learners acquire and apply knowledge through engaging in real-life activities, such as actual tasks in the family, community, and society. This theory emphasizes the crucial role of learning environment and practical experiences in the construction of knowledge, advocating that educational practices should focus more on the real-life experiences and cultural backgrounds of learners.

3. Innovative Teaching Strategy Design

3.1 Cultural coding mathematical concepts

3.2 Development of Gamification Learning Engine

Design "Lanna Kingdom Math Adventure" physical board game:

Game Mechan Pseudocode Example

def calculate_reward(player):

 If solve_problem(cultural_problem): # Solve cultural context problem

 Gaintoken(thai_symbol)  # Gain cultural token

 Elif use_math_tool(local_material): # Use local material modeling

 Unlockregion(map)  # Unlock new region

3.3 Interdisciplinary PBL Project

Project Theme: Planning a Traditional Water-lantern Festival

Mathematical T:

A. Calculate river flow velocity to predict the water-lantern drift path (motion vector): By measuring the width, depth, and water flow velocity of the river, a mathematical model using the principles of fluid mechanics to predict the water-lantern's drift path at different times. Consider the impact of wind speed, water flow direction changes, other factors on the motion of the water-lantern, and draw a detailed drift path diagram.

B. Optimize the lantern selling plan based on the number of visitorsprofit calculation): Analyze historical data to predict the number of visitors during the event, and formulate a reasonable lantern selling price and quantity. Through cost analysis and pricing strategy, calculate the maximum profit, and consider the sales ratio of lanterns at different price levels to ensure the needs of different consumer levels are met.

Social Emotional Goals:

F community collaboration skills: Organize students to work in groups, each responsible for different tasks such as designing lantern styles, promoting, and managing the event on-site. Through team, enhance students' communication and problem-solving abilities, while promoting interaction and cooperation among community members to collectively complete the event planning and execution.

4 Empirical Research Results4.1 Multi-regional Control Experiment Design

Research Scope: Conduct a 16-week control experiment in 12 public elementary schools in Chiang Mainorthern), Bangkok (central), and Yala Province (southern Muslim area), covering 1,862 students from grades 3 to 6. schools are located in different geographical and cultural regions of Thailand to ensure the experimental results have broad representativeness. During the experiment, students experienced different teaching methods through interactive learning and handson practice in the classroom.

Group Design:

Experimental Group (n=932): Culturally Responsive Teaching (CRT) approach was implemented, embedding local elements in each lesson (e.g., Thai silk geometry, temple proportion calculation). Students not only learned mathematics and science knowledge but also gained a profound understanding of the application mathematics in daily life by observing and analyzing geometric shapes in Thai silk patterns and engaging in the proportion calculation of temple architecture. This teaching method stimulated students' interest in learning and them to connect abstract mathematical concepts with concrete local culture.

Control Group (n=930): Traditional lecture-based instruction. In these classes, teachers taught following the conventional pattern, relying heavily on textbook explanations and blackboard demonstrations. While this method remains effective in imparting basic knowledge, it lacks direct association with local culture, potentially making the learning content engaging for some students.

Control Variables: The same textbooks reviewed by the Thai Ministry of Education were used, and the duration of teacher training was identical. To ensure fairness andity in the experiment, all teachers participating in the experiment received the same training, which covered teaching methods, curriculum scheduling, and assessment criteria. Additionally, all classes used textbooks approved the Thai Ministry of Education, ensuring consistency in teaching content.

4.2 Core Competency Enhancement Data Analysis

Quantitative Results :

Typical lesson example: At Wat Ket Elementary School in Chiang Mai, students learn to convert traditional diamond patternsKor) into function graphs through the coordinate teaching of Thai silk weaving patterns. This teaching method not only enables students to understand the cultural background of Thai silk weaving but also deepens understanding of mathematical concepts through hands-on practice.

Specifically, students first learn the basic structure and characteristics of diamond patterns (Kor) in Thai silk weaving, and then these patterns on the coordinate system. For example, they mark the various vertices of the diamond pattern as coordinate points, such as point A(2,3), point B(,7), and construct diamond units based on this. In this way, students can intuitively see the relationship between geometric figures and coordinates, thus better mastering the concept of coordinate system.

The results show that 86% of students can independently mark coordinate points and successfully convert diamond patterns into function graphs. In addition, the correct rate of tests has increased by 37% compared to traditional teaching methods, which indicates that this teaching method combining cultural elements not only improves students' interest but also significantly enhances their learning outcomes

4.3 Differentiated effects of cross-cultural teaching

Strategy adjustment in the southern Muslim region:

(1) Replace Buddhist symbols: Replace temple window grilles with geometric patterns (Islamic art), which are not only aesthetically pleasing but also rich in symbolic meaning, and can better resonate with students.

(2) Case transformation:kran water ceremony → Ramadan food distribution problem (fractional operation). By changing the traditional Songkran water ceremony into a food distribution problem related to Ramadan, can learn mathematics in a familiar religious context, increasing the fun and practicality of learning. For example, during Ramadan, students can calculate how to distribute food fairly to family members, thus mastering the practical application of fractional operations.

(3) Results: The acceptance rate of students reached 89% (compared to the acceptance rate of the plan of 42%), and this culturally adaptive teaching method significantly improved students' interest and engagement in learning.

The math anxiety index decreased by 28% (p0.005), and by introducing teaching content that matches the cultural background of the students, it effectively reduced the students' math anxiety, making them learn mathematics in a and pleasant atmosphere.

4.4 Teacher implementation effectiveness evaluation

Training intervention: Conduct CRT specialized training for 87 teachers involved in the experiment

The usage rate of the rural teacher cultural database is only 38%, mainly due to the limitations of network conditions which prevent some teachers from accessing and using the resource smoothly. Additionally, 32% of teachers have reported that the existing assessment tools are overly complex, increasing their workload and it difficult for them to effectively utilize these tools in the teaching process. This not only affects the teaching effectiveness of teachers but also has an adverse effect on the academic development of students., it is particularly important to improve the network infrastructure and simplify the design of assessment tools to enhance the work efficiency and teaching quality of rural teachers.

5. Implementation Suggestions and Chall

5.1 Teacher Support System

The development of a "Cultural Math Resource Pack" includes:

Thailand's 77 Provinces Cultural Database: This collects the traditional culture, historical background, and customs of each province in Thailand, aiming to integrate these cultural elements into the classroom through mathematics teaching. The cultural characteristics of each province be presented through detailed descriptions, images, and video materials, helping teachers better understand and apply them.

Interdisciplinary Lesson Plan Generation Template: Provide a flexible and easy-to- lesson plan template that teachers can use to design lessons according to specific cultural themes and math content. The template includes sections such as course objectives, teaching methods, activity arrangements, and assessment, ensuring that the teaching content meets the requirements of mathematics education while also reflecting cultural diversity.

Student Cultural Cognition Assessment Scale: Design a set of scientific and reasonable assessment tools to measure students' cognitive level and depth of understanding of different cultures during the learning process. The scale covers multiple dimensions, such as cultural knowledge mastery, cultural sensitivity, and cross-cultural ability, to help teachers understand students' progress and adjust teaching strategies in a timely manner.

5.2 Potential Challenges

Differences in cultural sensitivity (e.g. in the southern Muslim areas, adjustments need to be made to Buddhist elements, avoiding the use of images and symbols related to Buddhism, to respect local beliefs and habits, while Islamic education can be introduced, such as through stories and cases to present morality and values)

The problem of a shortage of teaching aids in rural schools (suggestions for using substitutes such palm leaves, which are not only easily accessible but also inexpensive, can encourage students to participate in making them, cultivating hands-on ability and creativity. In addition, natural resources as stones, branches, and sand can also be used for teaching activities to enhance students' hands-on experience.

6 .Conclusions

Culturally responsive teaching has been shown to concretize abstract concepts (e.g. fractions ⇔ temple offering distribution) by using concrete examples and real-life scenarios to help students grasp complex mathematical concepts, making the learning process more intuitive and accessible.

It has shown to make mathematical knowledge practical (e.g., statistics ⇔ market product survey) by applying mathematics to concrete situations in daily life, enhancing students' hands-on ability problem-solving skills, while also increasing their interest and understanding of mathematics.

It has been shown to promote cultural identity in a scientific manner (e.g., geometry⇔ traditional handicraft protection) by combining traditional cultural elements, such as geometric patterns in traditional handicrafts, which not only enhances students' understanding of mathematics but also promotes awareness protection of local culture.

It has been shown to construct a new paradigm of mathematics education that is appropriate for the social and cultural context of Thailand. This teaching method not only focuses the impartation of mathematical knowledge but also emphasizes the cultivation of students' sense of cultural identity and social responsibility, providing a model of education that can be referred to by Southeast Asian countries is conducive to improving the overall quality of education and cultural heritage.

References:

[1] Analysis of the Thai Public Primary Education System. Journal of Educational Research,2024.

[2] Gay, G. Culturally Responsive Teaching: Theory, Research and Practice. Teachers College Press, 2018.

3] Ladson-Billings, B. Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 65-491.

[4] Innovative Teaching Case of Cylinder and Cone Volume. Asian Journal of Mathematics Education, 2025().

[5] Ministry of Education of Thailand. Basic Education Curriculum Framework (B.E. 2560). Bangkok: Educational Research Center, 017.

[6] Brown, J.S. et al. Situated Cognition and the Culture of Learning. Educational Researcher, 1989

[7] Design of Elementary Mathematics Games Based on Real-life Situations. Journal of Educational Technology, 2024(3).

[8] Man, K. et al. (2025). Traditional Craft-Based Mathematics Pedagogy in Northern Thailand. Journal of Mathematics and Culture. [SCOPUS indexed

[9] Ministry of Education of Thailand (2024). Guidelines for Regional Adaptation of Culturally Responsive Teaching Methods. Bangkok: Educational Technology Press.

[10] Abdul, R. (2023). Islamic Art in Mathematics Education: A Case Study in Southern Thailand. Southeast Asian STEM Education Review.

[11] Pongsak, S. (2025). Long-term Effects of Culturally Responsive Teaching on Thai Students' STEM Participation. International Journal of Development.

[12] UNESCO Bangkok (2024). Teacher Training Needs Assessment Report.