Abstract

In the context of implementing the 2018 General Education Program and advancing national digital transformation, narrowing the gap between academic mathematics and real-life applications has become an urgent requirement. This article investigates instructional approaches to support first-year Primary Education students at An Giang University in overcoming difficulties when studying advanced mathematical concepts such as mappings and binary relations. Drawing on the ethnomathematics approach, the study designs mathematical tasks embedded in the socio-cultural characteristics and heritage of An Giang and Kien Giang provinces, including the Bay Nui Cow Racing Festival, Phu Quoc fish sauce production, the cultural traditions of the Kinh, Khmer, Cham, and Hoa ethnic groups, and the Ngo boat racing festival. The findings indicate that integrating local cultural elements into mathematics instruction not only facilitates the comprehension of abstract concepts and strengthens logical thinking but also enhances students’ learning motivation and practical problem-solving competence, thereby meeting the learning outcomes of the teacher education program.

Keywords: Binary relation, ethnomathematics, local practice, mapping, Primary Education.