The Philippines is home to more than 110 ethnolinguistic groups, with Indigenous Peoples (IPs) comprising an estimated 10% to 20% of the population (International Work Group for Indigenous Affairs, 2025). Despite this rich cultural diversity, the national curriculum remains predominantly Eurocentric, privileging Western epistemologies and offering limited space for Indigenous perspectives. For decades, IP communities have called for an education system that is culturally relevant and responsive to their lived realities. Although recent policy reforms acknowledge these calls, significant gaps persist in implementation. This paper examines ongoing efforts to address these gaps, focusing specifically on mathematics education through an ethnomathematical lens. Drawing on our previous work, we document and analyze cultural practices and artifacts using ethnographic research methods to uncover their mathematical properties. These ethnomathematical elements are then integrated into culturally responsive lesson plans. Through concrete examples, we demonstrate how ethnomathematics can be used to make mathematics learning more culturally responsive for Indigenous students. We also highlight grassroots initiatives that empower teachers and communities to adapt the curriculum to local contexts. Our methodology illustrates how rigorous documentation of Indigenous practices, which may not be readily seen as mathematical, can be systematically incorporated into formal education, building meaningful bridges between traditional knowledge and academic mathematics. The paper concludes with reflections on how these efforts in Indigenous Peoples’ education can inform the creation of a more inclusive, culturally responsive, and empowering national curriculum.

Authors:
Melodee Pacio, Philippine Science High School Main Campus, Philippines
Mario Danilo Llanura, Philippine Science High School Main Campus, Philippines
Mark Louvelle Parulan, Philippine Science High School Main Campus, Philippines

About the Presenter(s)
Ms. Melodee Pacio serves as a Special Science Teacher at the Philippine Science High School Main Campus while concurrently pursuing her PhD in Mathematics Education at Ateneo de Manila University, with a research focus on culturally relevant pedagogy

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