Networking ethnomathematical connections and STEAM education for mathematics learning towards sustainable development: A study based on recycling practices

Abstrak

This paper develops a systematic articulation between two theoretical approaches in mathematics education—ethnomathematical connections and STEAM education—in order to contribute to the advancement of the Sustainable Development Goals (SDGs). To achieve this objective, a networking-of-theories framework is operationalized through four interrelated phases: (1) in-depth examination of each theoretical perspective; (2) critical comparison of their guiding questions, principles, and methodological orientations; (3) coordination and synthesis of complementary elements; and (4) local integration into a situated and context-sensitive pedagogical proposal. The empirical analysis focuses on the everyday practices of a recycler in the Colombian Caribbean, whose work involves collecting valves, aluminum cans, and wire. From an ethnomathematical perspective, these practices reveal the use of contextually grounded mathematical reasoning embedded in routine activities. Specifically, the study identifies the emergence of internal and meaning-oriented ethnomathematical connections, including proportional reasoning, the use of empirical measurement units (e.g., “lines”), counting strategies, and informal economic calculations. These findings highlight the presence of sophisticated, experience-based quantitative reasoning within informal labor contexts. The STEAM perspective, in turn, renders visible the interdisciplinary nature of these practices by elucidating the dynamic interplay among science, technology, engineering, art, and mathematics. Within this framework, recycling is conceptualized as a socio-mathematical practice that integrates material knowledge, technical decision-making, and context-sensitive quantitative analysis. This articulation further demonstrates how such practices align with and promote multiple SDGs, including no poverty, good health and well-being, decent work and economic growth, responsible consumption and production, and climate action. The study contributes to the field by proposing a coherent and transferable networking-of-theories model that bridges ethnomathematical connections and STEAM education. This integrative approach illustrates how culturally situated practices can serve as a pedagogical conduit linking informal knowledge systems, interdisciplinary inquiry, and formal school mathematics, thereby supporting educational processes oriented toward sustainability.