Designing a human-centered framework for preservice mathematics primary school teachers: Integrating computational thinking, reflective pedagogy, and ethnomathematics
DOI:
https://doi.org/10.24071/icre.v1i1.28Keywords:
computational thinking, ethnomathematics, human-centred curriculum, preservice teacher education, reflective pedagogyAbstract
This paper develops a human-centred curriculum framework for preservice primary school teachers that integrates computational thinking, reflective pedagogy, and ethnomathematics. Applying a Conceptual Systematic Review (CSR) approach, the study synthesises conceptual and empirical literature from 2010 to 2025 to clarify each domain and map intersections relevant to teacher preparation. The framework positions computational thinking as a pedagogical tool for structured problem solving, reflective pedagogy as the ethical and metacognitive anchor, and ethnomathematics as the cultural and ecological grounding. Anticipated outcomes include enhanced teacher readiness for technology-rich classrooms, strengthened culturally responsive practice, and improved capacity for ethical decision-making. The paper concludes with implications for course design, program assessment, and future empirical validation.
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Copyright (c) 2025 Christiyanti Aprinastuti (Author)
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