AI-assisted adaptive geometry e-Learning: Integrating ethno-realistic mathematics education to boost students' numeracy abilities

I Putu Ade Andre Payadnya; Kadek Rahayu Puspadewi; Luh Putu Risma Noviana; I Putu Ade Andre Payadnya; Kadek Rahayu Puspadewi; Luh Putu Risma Noviana

doi:10.3934/steme.2026017

STEM Education

2026, Volume 6, Issue 3: 392-417. doi: 10.3934/steme.2026017

Previous Article Next Article

Research article Topical Sections

AI-assisted adaptive geometry e-Learning: Integrating ethno-realistic mathematics education to boost students' numeracy abilities

1.
Mathematics Education Study Program, Universitas Mahasaraswati Denpasar, Jl. Kamboja No.11A, Dangin Puri Kangin, Kec. Denpasar Utara, Kota Denpasar, Bali 80233, Indonesia; adeandre@unmas.ac.id, rahayupuspa1988@unmas.ac.id
2.
Computer Science Study Program, Universitas PGRI Mahadewa Indonesia, Jl. Seroja No.57, Tonja, Kec. Denpasar Utara, Kota Denpasar, Bali 80235, Indonesia; risma@mahadewa.ac.id

Academic Editor: Jun Shen

Received: 25 September 2025 Revised: 20 March 2026 Accepted: 27 March 2026 Published: 08 April 2026

Culturally responsive approaches are increasingly recognized as vital, yet few researchers have explored how ethnomathematics can be effectively integrated with digital and AI-assisted learning to strengthen numeracy abilities. In this study, we investigated the integration of Ethno-Realistic Mathematics Education (Ethno-RME) with adaptive geometry e-learning and Artificial Intelligence (AI) to enhance students' numeracy abilities. Using a design research approach, the study involved 115 secondary students across four schools, embedding the Balinese cultural artifact Sanggah Cucuk into a Hypothetical Learning Trajectory (HLT). Data were collected through pre- and post-tests, student worksheets, AI-prompting tasks, and interviews. The results showed a marked improvement, with students achieving above the 80% threshold increasing from 51% (pre-test) to 91.3% (post-test). Qualitative findings revealed that AI-supported tasks promoted iterative reasoning, evaluation, and problem-solving, while cultural contexts enhanced engagement and identity-affirming learning. The study demonstrates the novelty of combining ethnomathematics, realistic problem-solving, and AI tools to bridge cultural practices with abstract mathematics.
- adaptive geometry e-learning,
- artificial intelligence (ai),
- design research,
- ethno-rme,
- numeracy abilities
Citation: I Putu Ade Andre Payadnya, Kadek Rahayu Puspadewi, Luh Putu Risma Noviana. AI-assisted adaptive geometry e-Learning: Integrating ethno-realistic mathematics education to boost students' numeracy abilities[J]. STEM Education, 2026, 6(3): 392-417. doi: 10.3934/steme.2026017

Related Papers:

Abstract

Culturally responsive approaches are increasingly recognized as vital, yet few researchers have explored how ethnomathematics can be effectively integrated with digital and AI-assisted learning to strengthen numeracy abilities. In this study, we investigated the integration of Ethno-Realistic Mathematics Education (Ethno-RME) with adaptive geometry e-learning and Artificial Intelligence (AI) to enhance students' numeracy abilities. Using a design research approach, the study involved 115 secondary students across four schools, embedding the Balinese cultural artifact Sanggah Cucuk into a Hypothetical Learning Trajectory (HLT). Data were collected through pre- and post-tests, student worksheets, AI-prompting tasks, and interviews. The results showed a marked improvement, with students achieving above the 80% threshold increasing from 51% (pre-test) to 91.3% (post-test). Qualitative findings revealed that AI-supported tasks promoted iterative reasoning, evaluation, and problem-solving, while cultural contexts enhanced engagement and identity-affirming learning. The study demonstrates the novelty of combining ethnomathematics, realistic problem-solving, and AI tools to bridge cultural practices with abstract mathematics.

References

[1]	OECD, PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, 2023. https://doi.org/10.1787/53f23881-en
[2]	Setiawan, B., Muharani, I.N., Arifin, M.Z. and Ardianto, D., PROBLEMATIC NUMERICAL LITERACY IN ELEMENTARY SCHOOLS: SYSTEMATIC LITERATURE REVIEW. INVENTA, 2024, 8(1): 55–65. https://doi.org/10.36456/inventa.8.1.a8724 doi: 10.36456/inventa.8.1.a8724
[3]	Laksmiwati, P.A., Hidayah, M., Schmidthaler, E., Prahmana, R.C.I., Sabitzer, B. and Lavicza, Z., Linking diversity in learning Geometry: Exploring tessellation in techno-based mathematical tasks. Journal on Mathematics Education, 2023, 14(3): 585–602. https://doi.org/10.22342/jme.v14i3.pp585-602 doi: 10.22342/jme.v14i3.pp585-602
[4]	Payadnya, I.P.A.A., Prahmana, R.C.I., Lo, J., Noviyanti, P.L. and Atmaja, I.M.D., Designing area of circle learning trajectory based on "what-if" questions to support students' higher-order thinking skills. Journal on Mathematics Education, 2023, 14(4): 757–780. https://doi.org/10.22342/jme.v14i4.pp757-780 doi: 10.22342/jme.v14i4.pp757-780
[5]	Orozco, L.R. and Pasia, A.E., Enhancing Student's Higher Order Thinking Skills through Contextualization of a Sociocultural Mathematics Teaching. International Multidisciplinary Research Journal, 2021, 3(2): 1–9. https://doi.org/10.54476/iimrj280 doi: 10.54476/iimrj280
[6]	Prahmana, R.C.I., Ethno-Realistic Mathematics Education: The promising learning approach in the city of culture. SN Social Sciences, 2022, 2(12): 257. https://doi.org/10.1007/s43545-022-00571-w doi: 10.1007/s43545-022-00571-w
[7]	Ran, H., Kim, N.J. and Secada, W.G., A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms. Journal of Computer Assisted Learning, 2021, 38(1): 258–284. https://doi.org/10.1111/jcal.12611 doi: 10.1111/jcal.12611
[8]	Schulz, M., E-Learning as a development tool. Sustainability, 2023, 15(20): 15012. https://doi.org/10.3390/su152015012 doi: 10.3390/su152015012
[9]	Jorgji, S., Davletova, A., Assylbekova, S., Susimenko, E., Kulikova, E., Kosov, M., et al., A Cross-Cultural study of university students' e-Learning adoption. Emerging Science Journal, 2024, 8(3): 1060–1074. https://doi.org/10.28991/esj-2024-08-03-015 doi: 10.28991/esj-2024-08-03-015
[10]	Gligorea, I., Cioca, M., Oancea, R., Gorski, A., Gorski, H. and Tudorache, P., Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature review. Education Sciences, 2023, 13(12): 1216. https://doi.org/10.3390/educsci13121216 doi: 10.3390/educsci13121216
[11]	Manggala, M.A., Nyanasuryanadi, P. and Suherman, H., Innovative learning using E-Modules. JETISH Journal of Education Technology Information Social Sciences and Health, 2024, 3(1): 550–557. https://doi.org/10.57235/jetish.v3i1.1983 doi: 10.57235/jetish.v3i1.1983
[12]	Prahmana, R.C.I. and D'ambrosio, U., Learning Geometry and Values from Patterns: Ethnomathematics on The Batik Patterns of Yogyakarta, Indonesia. Journal on Mathematics Education, 2020, 11(3): 439‒456. https://doi.org/10.22342/jme.11.3.12949.439-456 doi: 10.22342/jme.11.3.12949.439-456
[13]	Payadnya, I.P.A.A., Suwija, K. and Wibawa, K.A., Analysis of students' abilities in solving realistic mathematics problems using "what-if"-ethnomathematics instruments. Mathematics Teaching Research Journal, 2021, 13(4): 131–149
[14]	Payadnya, I.P.A.A. and Jayantika, I.G.A.N.T., How do Digital Native Students Responses to Balinese Ethnomathematics Problems? Jurnal Pendidikan Progresif, 2022, 12(2): 785–795. https://doi.org/10.23960/jpp.v12.i2.202230 doi: 10.23960/jpp.v12.i2.202230
[15]	Payadnya, I.P.A.A., Wulandar, I.G.A.P.A., Puspadewi, K.R. and Saelee, S., Student responses to Culture-Based Mathematics Learning in the Indonesian and Thailand Education Curricula. Jurnal Pendidikan Matematika, 2024, 18(1): 113–128. https://doi.org/10.22342/jpm.v18i1.pp113-128 doi: 10.22342/jpm.v18i1.pp113-128
[16]	Essa, S., Çelik, T. and Human-Hendricks, N., Personalized Adaptive Learning Technologies Based on Machine Learning Techniques to Identify Learning Styles: A Systematic Literature Review. IEEE Access, 2023, 11: 48392‒48409. https://doi.org/10.1109/ACCESS.2023.3276439 doi: 10.1109/ACCESS.2023.3276439
[17]	D'Ambrosio, U., Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 1985, 5(1): 44‒48.
[18]	Suherman, S. and Vidákovich, T., Role of creative self-efficacy and perceived creativity as predictors of mathematical creative thinking: Mediating role of computational thinking. Thinking Skills and Creativity, 2024, 53: 101591. https://doi.org/10.1016/j.tsc.2024.101591 doi: 10.1016/j.tsc.2024.101591
[19]	Gravemeijer, K., A socio-constructivist elaboration of realistic mathematics education. In M. V. den Heuvel-Panhuizen (Ed.), National reflections on the Netherlands didactics of mathematics: Teaching and learning in the context of realistic mathematics education, 2020,217–233. Springer International Publishing. https://doi.org/10.1007/978-3-030-33824-4
[20]	Freudenthal, H., Mathematics as an Educational Task, Dordrecht-Holland: D. Reidel Publishing Company, 1973.
[21]	Altıner, E.Ç., Önal, H. and Yorulmaz, A., An Analysis of Realistic Mathematics Education Activities of Pre-service Teachers Trained with a Constructivist Approach. Mathematics Teaching Research Journal, 2023, 15(4): 26‒44.
[22]	Gatewood, J., Tawfik, A. and Gish-Lieberman, J., From Singular Design to Differentiation: A History of Adaptive Systems. TechTrends, 2022, 66(2): 131‒133. https://doi.org/10.1007/s11528-022-00702-3 doi: 10.1007/s11528-022-00702-3
[23]	Ahmed, Z., Shanto, S.S. and Jony, A.I., Potentiality of generative AI tools in higher education: Evaluating ChatGPT's viability as a teaching assistant for introductory programming courses. STEM Education, 2024, 4(3): 165–182. https://doi.org/10.3934/steme.2024011 doi: 10.3934/steme.2024011
[24]	Alejandro, I.M.V., Sanchez, J.M.P., Sumalinog, G.G., Mananay, J.A., Goles, C.E. and Fernandez, C.B., Pre-service teachers' technology acceptance of artificial intelligence (AI) applications in education. STEM Education, 2024, 5(1): 445–465. https://doi.org/10.3934/steme.2024024 doi: 10.3934/steme.2024024
[25]	Liu, J., Sun, D., Sun, J., Wang, J. and Yu, P.L.H., Designing a generative AI enabled learning environment for mathematics word problem solving in primary schools: learning performance, attitudes and interaction. Computers and Education Artificial Intelligence, 2025, 9: 100438. https://doi.org/10.1016/j.caeai.2025.100438 doi: 10.1016/j.caeai.2025.100438
[26]	Bakker, A. and van Eerde, D., An Introduction to Design-Based Research with an Example from Statistics Education (Issue May), 2015. https://doi.org/10.1007/978-94-017-9181-6_16
[27]	Klepsch, M. and Seufert, T., Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load. Instructional Science, 2020, 48: 45‒77. https://doi.org/10.1007/s11251-020-09502-9 doi: 10.1007/s11251-020-09502-9
[28]	García-López, I., Acosta-Gonzaga, E. and Ruiz-Ledesma, E., Investigating the Impact of Gamification on Student Motivation, Engagement, and Performance. Education Sciences, 2023, 3(8): 813. https://doi.org/10.3390/educsci13080813 doi: 10.3390/educsci13080813
[29]	Taherdoost, H., How to Conduct an Effective Interview; A Guide to Interview Design in Research Study. International Journal of Academic Research in Management (IJARM), 2022, 11(1): 39–51.
[30]	Pradhan, J., Connecting Cultural Artifacts with Mathematics: An Example from Rangauli Mandala. Teacher Half-Yearly Journal, 2025, 17(1): 116‒127. https://doi.org/10.3126/thj.v17i1.77880 doi: 10.3126/thj.v17i1.77880
[31]	Puig, A., Rodríguez, I., Baldeón, J. and Múria, S., Children building and having fun while they learn geometry. Computer Applications in Engineering Education, 2021, 30: 741‒758. https://doi.org/10.1002/cae.22484 doi: 10.1002/cae.22484
[32]	Ruiz-Rojas, L., Acosta-Vargas, P., De-Moreta-Llovet, J. and González-Rodríguez, M., Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix. Sustainability, 2023, 15(15): 11524. https://doi.org/10.3390/su151511524 doi: 10.3390/su151511524
[33]	Coelho, A., Sousa, A. and Ferreira, F., Procedural Modeling for Cultural Heritage. Visual Computing for Cultural Heritage, 2020, 63‒81. https://doi.org/10.1007/978-3-030-37191-3_4 doi: 10.1007/978-3-030-37191-3_4
[34]	Carla, O., Ishartono, N. and Putri, R., The Geometry of Ijo Temple: Bridging Cultural Heritage and Mathematical Learning through Ethnomathematics. Jurnal VARIDIKA, 2025,174‒186. https://doi.org/10.23917/varidika.v36i2.7143 doi: 10.23917/varidika.v36i2.7143
[35]	Cha, W. and Daud, P., Enhancing Early Education with Artificial Intelligence: A Comparative Study of AI-Powered Learning Versus Traditional Methods. International Journal of Academic Research in Business and Social Sciences, 2025, 15(2): 983‒1002. https://doi.org/10.6007/ijarbss/v15-i2/24690 doi: 10.6007/ijarbss/v15-i2/24690
[36]	Wang, J., Xiao, R., Hou, X., Li, H., Tseng, Y.J., Stamper, J., et al., LLMs to Support K–12 Teachers in Culturally Relevant Pedagogy: An AI Literacy Example. In: Cristea, A.I., Walker, E., Lu, Y., Santos, O.C., Isotani, S. (eds) Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium, Blue Sky, and WideAIED. AIED 2025. Communications in Computer and Information Science, 2025,152‒160. Springer, Cham. https://doi.org/10.1007/978-3-031-99264-3_19
[37]	Eguchi, A., Okada, H. and Muto, Y., Contextualizing AI Education for K-12 Students to Enhance Their Learning of AI Literacy Through Culturally Responsive Approaches. Kunstliche Intelligenz, 2021, 35: 153‒161. https://doi.org/10.1007/s13218-021-00737-3 doi: 10.1007/s13218-021-00737-3
[38]	Gonsalves, C., Generative AI's Impact on Critical Thinking: Revisiting Bloom's Taxonomy. Journal of Marketing Education, 2024, 02734753241305980. https://doi.org/10.1177/02734753241305980 doi: 10.1177/02734753241305980
[39]	Stone, R., Smith, E.P. and Ebner, R.J., Culturally Responsive Mathematics and Curriculum Materials: Present Realities and Imagined Futures. Education Sciences, 2025, 15(9): 1246. https://doi.org/10.3390/educsci15091246 doi: 10.3390/educsci15091246
[40]	Davies, A., Velickovic, P., Buesing, L., Blackwell, S., Zheng, D., Tomašev, N., et al., Advancing mathematics by guiding human intuition with AI. Nature, 2021,600(7887): 70‒74. https://doi.org/10.1038/s41586-021-04086-x doi: 10.1038/s41586-021-04086-x
[41]	Kaplar, M., Radović, S., Veljković, K., Simić-Muller, K. and Marić, M., The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning. International Journal of Science and Mathematics Education, 2021, 20: 411‒433. https://doi.org/10.1007/s10763-021-10151-8 doi: 10.1007/s10763-021-10151-8
[42]	Besonia, B.E.A., Espora, S.M.H., Bernardez, M.F.M. and Galagala, M.R.G., Culturally relevant supplemental e-Learning materials in teaching purposive communication. TEM Journal, 2023,634–639. https://doi.org/10.18421/tem122-06 doi: 10.18421/tem122-06
[43]	Fernández-Batanero, J., Román-Graván, P., Reyes-Rebollo, M. and Montenegro-Rueda, M., Impact of Educational Technology on Teacher stress and Anxiety: A literature review. International Journal of Environmental Research and Public Health, 2021, 18(2): 548. https://doi.org/10.3390/ijerph18020548 doi: 10.3390/ijerph18020548

Author's biography I Putu Ade Andre Payadnya is an Associate Professor in Mathematics Education of Universitas Mahasaraswati Denpasar and a PhD student in the Program in Mathematics Education (PRIME) at Michigan State University. Payadnya has extensive experience in mathematics education, with strong interests in ethnomathematics, culturally responsive mathematics teaching, technology integration, and the use of Artificial Intelligence in mathematics learning. In his role has an associate professor, he has been involved in teaching, research, and academic development in mathematics education. As a lecturer and researcher, he teaches mathematics education courses, supervises student research, and contributes to the development of innovative learning designs that connect culture and digital technology; Kadek Rahayu Puspadewi is a lecturer in Mathematics Education at Universitas Mahasaraswati Denpasar. She has extensive experience in mathematics education, with a strong interest in ethnomathematics, particularly in Balinese culture. In her role, she is involved in teaching, research, and community service in the field of mathematics education. As a lecturer and researcher, she teaches courses such as ethnomathematics, geometry systems, and analytic geometry, and contributes to the development of ethnomathematics-oriented learning materials based on Balinese culture; Luh Putu Risma Noviana is a lecturer in information systems at PGRI Mahadewa Indonesia University and the Open University. Risma has extensive experience in information systems with a strong interest in data science and the use of Artificial Intelligence in information systems learning. In her role, she is involved in teaching, research, and academic development in the field of information systems. As a lecturer and researcher, she teaches information systems courses and contributes to the development of innovative learning designs that connect culture and digital technology

Reader Comments

Your name:*

Email:*
© 2026 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)